华东师范大学学报(教育科学版) ›› 2021, Vol. 39 ›› Issue (7): 72-83.doi: 10.16382/j.cnki.1000-5560.2021.07.007

• 基本理论与基本问题 • 上一篇    下一篇

家长学习参与和中小学生学业成绩的关系研究——基于亲子关系和学习自信心的有中介的调节模型分析

李佳哲, 胡咏梅   

  1. 北京师范大学教育学部,北京 100875
  • 出版日期:2021-07-01 发布日期:2021-07-02
  • 基金资助:
    北京师范大学教育学部2019年学生科研基金项目“中小学生家长如何有效参与子女的学习和生活?——家长参与对中小学生发展的影响机制研究”(1912205)

A Study on the Relationship between Parental Learning Involvement and Academic Performance of Primary and Secondary School Students——Based on the Analysis of a Moderating Model with Mediator about Parent-Child Relationship and Students’ Learning Confidence

Jiazhe Li, Yongmei Hu   

  1. Faculty of Education, Beijing Normal University, Beijing 100875, China
  • Online:2021-07-01 Published:2021-07-02

摘要:

家庭教育对于中小学生的学业成绩具有重要影响。文章采用HLM模型和路径分析模型探究中小学生家长学习参与对子女学业成绩的影响,研究发现:(1)小学生学业成绩随着家长学习参与频率的增加而提高,而初中生家长学习参与频率与子女学业成绩之间呈现“倒U”型关系。(2)对于亲子关系较好的小学生,家长学习参与频率的增加有利于其学业成绩的提升;但对于亲子关系较差的中小学生,家长要适度控制其参与子女学习的频率,以促使子女获得良好的学业成绩。(3)学习自信心在中小学生家长学习参与和子女学业成绩之间发挥中介作用。(4)亲子关系在中小学生家长学习参与和子女学习自信心之间发挥调节作用,并进而对子女的学业成绩产生积极影响。由此,建议中小学生家长构建和谐的亲子关系,初中生家长适度控制对子女学习的参与频率,采用适合子女的学习参与方式,努力提升学习参与质量。此外,在参与子女学习的过程中,要注重鼓励式教育提升子女的学习自信心。

关键词: 中小学生, 家长学习参与, 学业成绩, 亲子关系, 学习自信心, 有中介的调节模型

Abstract:

Family education has an important impact on the academic performance of primary and secondary school students. Using HLM model and path analysis model to discuss the influence effects and influence mechanism of parental learning involvement on their children’s academic performance, we have gotten the following conclusions. Firstly, as the frequency of parental learning involvement increases, the academic performance of primary school students will be improved, while that of secondary school students shows a trend of “Inverted U-shaped”. Secondly, for primary school students with better parent-child relationships, the more parental learning involvement is conducive to the improvement of their children’s academic performance, but for primary school students with poor parent-child relationships and secondary school students, parents should moderately control the frequency of their learning involvement to promote children’s academic performance. Thirdly, learning confidence plays a mediating role between parental learning involvement and students’ academic performance for both primary and secondary school students. Fourthly, parent-child relationship plays a moderating role between the frequency of parental learning involvement and the learning confidence of primary and secondary school students, then to have a positive effect on students’ academic performance. Therefore, we suggest that parents of primary and secondary school students should build a harmonious parent-child relationship, and parents of secondary school students should control the frequency of learning involvement reasonably, adopt learning involvement methods suitable for children and strive to improve the quality of learning involvement. In addition, in the process of parental learning involvement, parents should encourage children more to improve their academic confidence.

Key words: primary and secondary school students, parental learning involvement, academic performance, parent-child relationship, learning confidence, mediated moderating model