父母教养方式影响子女学习主动性的实证研究

An Empirical Study of Parenting Styles Affecting Children’s Learning Initiatives

摘要: 在教育改革的时代背景下，“双减”政策的推出使提高中学生学习主动性愈发重要。为探求学业自我效能感在父母教养方式对中学生学习主动性影响中可能存在的中介作用，本篇研究针对上海市、安徽省、湖北省的中学生进行调查，获得292份有效数据。结果发现，学业自我效能感、中学生学习主动性和父母教养方式均在子女“性别”、“年级”和“是否为独生子女”上差异显著。婚姻状况不同的父母采取的教养方式对子女学习主动性的影响存在显著性差异。在班上学习成绩相异的学生，其父母采取的教养方式差异明显。学习主动性与学业自我效能感密切相关，学业自我效能感部分地中介了父母教养方式和学习主动性之间的关系。情感温暖的父母教养方式有助于中学生学习主动性和学业自我效能感的培养。然而在父母离异、再婚以及非独生子女家庭中成长的中学生，其父母采取情感温暖的教养方式普遍较少并有待提高。

Abstract: In the context of education reform, the introduction of the “double reduction” policy has made it increasingly important to improve students’ learning initiatives. To investigate the possible me-diating role of academic self-efficacy in the influence of parenting style on students’ learning initiative, this study was conducted in Shanghai, Anhui Province, and Hubei Province, and 292 valid data were obtained. The results showed that academic self-efficacy, students’ learning initiative, and parenting style all differed significantly in terms of children’s “gender”, “grade level”, and “only child or not”. Significant differences were found between the parenting styles of parents with different marital status on their children’s learning initiatives. The parenting styles of parents differed significantly between students with different academic performance in the class. Importantly, learning initiative was closely related to academic self-efficacy, and academic self-efficacy partially mediated the relationship between parenting style and learning initiative. Emotionally warmth parenting style contributes to the development of learning initiative and academic self-efficacy in students. However, students growing up in families with divorced or remarried parents and non-one-child families, their parents generally adopted fewer emotional warmth parenting styles which should get more attention.