Academic achievement: Interplay of positive parenting, self-esteem, and academic procrastination
Academic achievement: Interplay of positive parenting, self-esteem, and academic procrastination
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DOI：
10.1111/ajpy.12280
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发表时间：
2019-12-17
影响因子：
2.7
通讯作者：
Batool, Syeda S.
中科院分区：
文献类型：
--
作者：
Batool, Syeda S.
客观文献表明，养育子女需要积极和消极的行为结果、个性发展、主观幸福感、表现、态度和儿童的学业成就。本研究旨在评估富有同情心和支持性的父母教养方式（即积极的父母教养方式）对学业成绩的直接和间接影响。方法以210名男大学生和292名女大学生为调查对象。参与者年龄在22 - 24岁之间（M = 22.64, SD = 0.77）。采用父母教养感知维度量表、Rosenberg自尊量表、学生拖延评估量表和累积平均成绩量表以及其他人口统计数据作为测量方法。通过AMOS 21.0结构方程模型进行路径分析，对中介路径模型进行评估。结果结果显示，关爱型和支持型父母方式对学业成绩的影响为19% （R-2 = 0.19）。除了直接影响= .27外，富有同情心和支持性的父母方式似乎通过自尊和学习拖延对学业成绩有显著的正间接影响= .08。结论积极父母教养对大学生自尊有显著影响，自尊在积极父母教养、学业拖延和学业成绩之间有显著中介作用。
Objective Literature illustrates that parenting entails positive and negative behaviour outcomes, personality development, subjective well-being, performance, attitudes, and academic achievement of children. The study aimed to assess the direct and indirect impact of compassionate and supportive parenting style (i.e., positive parenting) on the academic achievement. Method The sample included 210 male and 292 female undergraduate university students. The age of the participants ranged between 22 and 24 year (M = 22.64, SD = .77). Perceived Dimensions of Parenting Scale, Rosenberg Self-Esteem Scale, Procrastination Assessment Scale for Students, and Cumulative Grade Point Average were used as measures along with other demographic data. Path analysis through structural equation modelling via AMOS 21.0 was run to assess the mediational path model. Results The results indicated that 19% variance (R-2 = .19) in academic achievement was accounted for by compassionate and supportive parenting style. In addition to direct impact = .27, the compassionate and supportive parenting style appeared to have a significant positive indirect impact = .08 on academic achievement via self-esteem and academic procrastination. Conclusion The findings indicate that positive parenting has a significant impact on the self-esteem of university students, and self-esteem significantly mediates between positive parenting, academic procrastination and academic achievement.