初中生成就动机与学业焦虑的关系：父母学业参与的调节作用

The Relationship between Achievement Motivation and Academic Anxiety in Junior Middle School Students: The Moderating Effect of Parental Academic Involvement

摘要: 目的：探讨初中生成就动机、父母学业参与学业焦虑三者之间的关系，为缓解初中生的学业焦虑提供依据。方法：采用问卷调查法，在内蒙古自治区三所中学随机发放问卷，最终收取有效问卷771份。结果：1) 初中生成就动机与学业焦虑呈显著负相关(r = −0.24, P < 0.001)。2) 追求成功的动机与避免失败的动机均与学业焦虑呈显著正相关(r = 0.25, P < 0.001; r = 0.50, P < 0.001)。3) 父母学业参与在成就动机与学业焦虑以及追求成功的动机与学业焦虑之间均起到调节作用(ΔR2 = 0.02, P < 0.001)。结论：初中生成就动机负向预测学业焦虑，较高的父母学业参与水平能增加成就动机对学业焦虑的负向预测作用，减少追求成功动机对学业焦虑的正向预测作用。研究结果表明了培养学生正确的学习动机以及父母对子女高水平学业参与的重要作用。

Abstract: Objective: To explore the relationship between achievement motivation and parents’ academic anxiety in junior middle school students, and to provide evidence for relieving academic anxiety in junior middle school students. Methods: Questionnaires were randomly distributed in three middle schools in Inner Mongolia Autonomous Region, and 771 valid questionnaires were collected. Results: 1) There was a significant negative correlation between achievement motivation and academic anxiety (r = −0.24, P < 0.001). 2) Both the motivation to pursue success and the motivation to avoid failure were positively correlated with academic anxiety (r = 0.25, P < 0.001; r = 0.50, P < 0.001). 3) Parental academic participation had a moderating effect on achievement motivation and academic anxiety, as well as on pursuit of success motivation and academic anxiety (ΔR2 = 0.02, P < 0.001). Conclusion: Achievement motivation negatively predicts academic anxiety in junior middle school students. Higher level of parental academic involvement can increase the negative predictive effect of achievement motivation on academic anxiety and reduce the positive predictive effect of success-seeking motivation on academic anxiety. The results of this study indicate the important role of cultivating students’ correct learning motivation and parents’ participation in their children’s and girls’ high level of academic participation.