【作者】 李雪；

【导师】 周铁民；

【作者基本信息】 沈阳师范大学 ， 应用心理， 2023， 硕士

【摘要】 初中阶段是中小学义务教育的终点,是能否升入高中及大学的关键学段,父母常通过教育卷入试图来帮助子女提高学业成绩。初中阶段也正处于学生的青春期,情绪易出现两极化,与父母易发生矛盾冲突期。因此,本研究引入领悟社会支持和学业自我效能感两个变量,探究在父母教育卷入与学业成绩间是否起到链式中介作用,以期丰富父母教育卷入与学业成绩的研究。本研究以914名初中生为研究对象,采用父母教育卷入量表、领悟社会支持量表、学业自我效能感量表来进行问卷调查,运用SPSS26.0和PROCESS3.3统计软件,考察初中生父母教育卷入对学业成绩的影响,构建出一个链式中介模型。得到如下结果:(1)初中生父亲教育卷入处于偏低水平,母亲教育卷入处于中等水平,初中生领悟社会支持水平偏高、初中生学业自我效能感水平偏高。(2)初中生父亲教育卷入存在性别差异,男生的父亲教育卷入水平高于女生;母亲教育卷入不存在性别差异。初中生领悟社会支持在性别上没有显著差异。初中生学业自我效能感在性别上存在着显著差异,女生显著低于男生。(3)初中生父母教育卷入、领悟社会支持、学业自我效能感在年级上均存在显著差异,且差异表现为七年级水平最高,八年级次之,九年级最低。(4)初中生父母教育卷入、领悟社会支持和学业自我效能感及维度在独生子女上均不存在显著差异。(5)父母教育卷入、领悟社会支持、学业自我效能感、学业成绩四者存在两两显著相关。(6)领悟社会支持和学业自我效能感在父亲教育卷入与学业成绩间起单独中介作用,间接效应比分别是32.02%、36.52%;领悟社会支持和学业自我效能感在母亲教育卷入与学业成绩间起单独中介作用,间接效应比分别是24.75%、27.72%。(7)领悟社会支持与学业自我效能感在初中生父亲教育卷入与学业成绩之间起链式中介作用,间接效应比是31.46%;领悟社会支持与学业自我效能感在初中生母亲教育卷入与学业成绩之间起链式中介作用,间接效应比是27.70%。本研究得出结论:父母教育卷入的方式需要让学生领悟是父母支持的行为,让学生感受到被关注着、被支持着、被爱着,支持学生提升自身的学业自我效能感,感受到值得被爱,继而提高学业成绩,达成良性循环的愉悦学习体验,形成终身学习的心态与理念。更多还原

【Abstract】 Junior high school is the end point of compulsory education in primary and secondary schools,and it is the key stage of whether you can enter high school or university.Parents often try to help their children improve their academic performance through education involvement.The junior high school stage is also in the adolescence of students,and their emotions are polarized,which is the most prone to conflict with their parents.Therefore,this study introduces two variables,social support and academic self-efficacy,to explore whether it plays a chain intermediary role between parents’ educational involvement and academic performance,in order to enrich the research on parents’ educational involvement and academic performance.In this study,914 junior high school students were taken as the research object,and the questionnaire survey was conducted by using the Parental Education Involvement Scale,Perceived Social Support Scale and Academic Self-efficacy Scale.SPSS26.0 and PROCESS3.3 were used to investigate the influence of junior high school students’ parental education involvement on their academic performance,and a chain intermediary model was constructed.The analysis results are as follows:(1)Junior high school students’ involvement in father education is at a low level,while their involvement in mother education is at a medium level.Junior high school students have a high level of understanding social support and a high level of academic self-efficacy.(2)There are gender differences in junior middle school students’ involvement in father education,and the level of male students’ involvement in father education is higher than that of female students;There is no gender difference in mother’s education involvement.There is no significant gender difference in junior middle school students’ perceived social support.There are significant gender differences in junior middle school students’ academic self-efficacy,and girls are significantly lower than boys.(3)Junior high school students’ parents’ educational involvement,perceived social support,and academic self-efficacy have significant differences in grades,and the differences are shown as the highest level in grade 7,followed by grade 8,and the lowest level in grade 9.(4)There is no significant difference between parents’ involvement in education,understanding social support and academic self-efficacy in junior middle school students’ only child.(5)Parental involvement in education,perception of social support,academic self-efficacy and academic achievement are significantly correlated.(6)Perceived social support and academic self-efficacy play a separate mediating role between father’s educational involvement and academic achievement,with indirect effect ratios of 32.02% and 36.52% respectively;Perceived social support and academic self-efficacy play a separate mediating role between mothers’ educational involvement and academic performance,with indirect effect ratios of 24.75% and 27.72%respectively.(7)Perceived social support and academic self-efficacy play a chain intermediary role between junior middle school students’ father’s involvement in education and academic performance,with an indirect effect ratio of 31.46%;Perceived social support and academic self-efficacy play a chain intermediary role between junior middle school students’ mother’s educational involvement and academic performance,and the indirect effect ratio is 27.70%.The conclusion of this study is that the way of parental education involvement needs to make students understand that it is an act supported by parents,make students feel concerned,supported and loved,support students to improve their academic self-efficacy,feel worthy of being loved,and then improve their academic performance,achieve a virtuous circle of pleasant learning experience,and form a lifelong learning mentality and concept.更多还原