父母教养、自我概念与儿童青少年学业成绩的关系：发展阶段差异
Associations between Parenting, Self-Concept, Academic Achievement of Children and Adolescents: The Developmental Variations
DOI: 10.12677/AP.2020.109156, PDF,    国家社会科学基金支持
作者: 潘 腾, 邹小慧, 刘晓曦, 王玲晓*：山东师范大学心理学院，山东 济南
关键词: 父母教养；学业成绩；一般自我概念；发展阶段差异；Parenting； Academic Achievement； General Self-Concept； Developmental Variation
摘要: 目的：探讨父母教养对不同年龄儿童青少年学业成绩的影响以及一般自我概念的中介作用。方法：采用父母教养风格问卷、儿童自我知觉量表、学业成绩表现量表对803名中小学生进行测查，并收集其期末成绩。结果：4、6、8年级父母接纳参与和6、8年级自主给予正向预测儿童青少年主观学业成绩，4年级父母接纳参与和8年级自主给予正向预测儿童青少年客观学业成绩。4、6、8年级父母接纳参与、6、8年级自主给予和4年级监督监控通过一般自我概念间接影响儿童青少年主观学业成绩，一般自我概念在父母教养与客观学业成绩联系中的中介作用不显著。结论：父母接纳参与、自主给予正向预测儿童青少年学业成绩，一般自我概念在父母教养与儿童青少年主观学业成绩间起中介作用，且三者关系存在发展阶段差异。
Abstract: Objective: To explore the impact of parenting on children’s and adolescents’ academic achievement and the possible mediating role of general self-conception, and the developmental variation in three stages. Methods: A sample of 803 students in Grade 4, 6, and 8 completed Steinberg’s Parenting Scale, the Perceived Competence Scale for Children and the Academic Achievement Self-Rating Scale. In addition, information on their academic scores was collected. Results: Parental acceptance-involvement in 4th, 6th, and 8th grade, and autonomy-granting in 6th and 8th grade positively predicted children’s and adolescents’ subjective academic achievement, acceptance-involvement in 4th grade and autonomy-granting in 8th grade positively predicted children’s and adolescents’ objective academic achievement. Parental acceptance-involvement in 4th, 6th, and 8th grade, autonomy-granting in 6th and 8th grade, and parental supervision-monitoring in 4th grade predicted children’s and adolescents’ subjective academic achievement via general self-concept. And the mediating effect of general self-concept between parenting and objective academic achievement was not significant. Conclusions: Parental acceptance-involvement and autonomy-granting positively predicted children’s and adolescents’ academic achievement, and general self-concept mediated the associations between parenting and subjective academic achievement. There were developmental variations in associations among parenting, self-conception, and academic achievement in the three developmental stages.
文章引用：潘腾, 邹小慧, 刘晓曦, 王玲晓 (2020). 父母教养、自我概念与儿童青少年学业成绩的关系：发展阶段差异. 心理学进展, 10(9), 1331-1339. https://doi.org/10.12677/AP.2020.109156

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