父母协同教养与学业成绩的关系：基于潜在剖面分析
Coparenting and Academic Achievement: A Latent Profile Analysis
摘要: 为探究小学生学业成绩的影响机制，采用潜在剖面分析方法考察父母协同教养的潜在类别及其与学生学业成绩的关系。结果表明，父母协同教养可分为协作型、混合型与对立型三个潜在类别。是否为独生子女对类型分布有显著影响，独生子女家庭更可能属于协作型或对立型。学业成绩比较显示，协作型学生的语文与数学成绩均显著高于混合型学生，而混合型学生成绩又显著高于对立型学生。结论表明，父母协同教养存在异质性，且协作型的教养方式最有助于提升小学生的学业成绩。
Abstract: To investigate the mechanisms influencing primary school students’ academic achievement, this study employed latent profile analysis to examine the latent profiles of parental coparenting and their associations with students’ academic performance. The results indicated that parental coparenting could be classified into three latent profiles: cooperative, mixed, and oppositional. Only-child status had a significant effect on profile distribution, with families of only children being more likely to belong to the cooperative or oppositional profiles. Comparisons of academic achievement revealed that students in the cooperative profile scored significantly higher than those in the mixed profile in both Chinese and mathematics, and students in the mixed profile scored significantly higher than those in the oppositional profile. The findings suggest that parental coparenting is heterogeneous, and the cooperative coparenting style is most conducive to enhancing primary school students’ academic achievement.
文章引用：孙心蕊 (2026). 父母协同教养与学业成绩的关系：基于潜在剖面分析. 心理学进展, 16(10), 81-90. https://doi.org/10.12677/ap.2026.1610471

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