【作者】 唐逸文； 邓林园； 王婧怡； 田宏杰； 李蓓蕾；

【Author】 Yiwen Tang;Linyuan Deng;Jingyi Wang;Hongjie Tian;Beilei Li;Faculty of Education,Beijing Normal University;Institute of Children and Adolescents,China Youth & Children Research Center;

【机构】 北京师范大学教育学部； 中国青少年研究中心少年儿童研究所；

【摘要】 家长教育焦虑是目前我国教育语境下的热点话题,但关于其生成与维持机制还缺乏动态深入的研究,因而家长教育焦虑难以得到有效缓解。本研究运用程序化扎根理论的策略分析了20位城市中小学家长的访谈资料,得到了我国城市中小学家长教育焦虑生成与维持的机制模型——环境-认知-行为反馈-历时模型,这说明教育焦虑的产生是一个流动而非静止的动态过程。具体来说,影响我国城市中小学家长教育焦虑的因素包括认知因素(期望评估与教育效能感)、环境因素(教育体制、社会环境、同辈影响、学校环境、家庭氛围)、历时因素(个人经历与社会变迁)与行为反馈因素(积极反馈与消极反馈)四种。其中认知、环境与行为反馈因素对家长教育焦虑有直接影响,环境、历时与行为反馈因素会通过影响家长个体的认知因素影响其教育焦虑程度,而认知因素在环境因素和行为反馈因素与教育焦虑关系之间又发挥着调节作用。基于这一模型,本文认为应从改善家长认知、创设良好教育氛围和制度环境等方面入手,多角度缓解家长过高的教育焦虑情绪。更多还原

【Abstract】 Parental educational anxiety is a hot topic in the context of China at present, but there is still a lack of in-depth research on its generation and maintenance mechanisms, which makes it difficult to promote a deep understanding of this concept. This study adopted the strategy of procedural grounded theory to analyze the interview data of 20 urban primary and secondary school parents, which, in the end, generated the mechanism model of the generation and maintenance of educational anxiety among urban primary and secondary school parents in my country: the environment-cognition-behavioral feedback-diachronic model, which indicates that the generation of educational anxiety is a dynamic process of flow rather than static. Specifically, the factors that affect parental education anxiety of urban primary and secondary schools include cognitive factors(expectation evaluation and educational efficacy), environmental factors(educational system, social environment, peer influence, school environment, family atmosphere), diachronic factors(personal experience and social change) and behavioral feedback factors. Among them, cognitive, environmental and behavioral feedback factors have a direct impact on parental education anxiety, and environmental, diachronic and behavioral feedback factors will affect the degree of educational anxiety by affecting individual parents’ cognitive factors, while cognitive factors plays a moderating role in the relationship between environmental factors and parental educational anxiety, as well as that between behavioral feedback factors and parental educational anxiety. This model has a brilliant echo with the PPCT model proposed by Bronfenbrenner, which also proves the effectiveness of the PPCT model in explaining the phenomena generated by the interaction between people and contexts. Based on this model, parents’ excessive education anxiety should be alleviated from the paths of improving parents’ cognition ability, creating a healthy educational atmosphere, and improving the vocational education system.更多还原