Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations
Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations
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养育方式与青少年学术功能之间的关系：成就目标取向的中介作用
DOI：
10.3389/feduc.2018.00001
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发表时间：
2018-01
期刊：
影响因子：
--
通讯作者：
Ciping Deng
中科院分区：
文献类型：
--
作者：
Xinpei Xu;David Yun Dai;Ming Liu;Ciping Deng
我们考察了青少年自我感觉到的父母心理控制和自主支持是否通过成就目标定向影响他们不适应的学习功能。研究对象为中国中学初一年级学生845人，男生447人，年龄15.20±0.54岁；女生398人，年龄15.13±0.47岁。收集了他们报告的成就目标定向、感受到的父母心理控制和自主支持以及与学业相关的信念、策略和行为的数据。采用带重抽样策略的自助法对多个中介模型进行检验，检验中介效应。结果表明，与女孩相比，青春期男孩感受到更高的父母心理控制感。此外，我们还发现父母的心理控制和自主性支持通过成就目标定向对青少年适应不良学习功能有显著的影响。具体而言，父母心理控制导致青少年学习功能不良，主要通过成绩接近目标定向(0.06，BC 95%CI[0.03，0.09])和成绩回避目标定向(0.02，BC 95%CI[.01，0.03])，而不是掌握目标定向(-.00，BC 95%CI[-0.01，0.01])；而父母自主支持主要通过掌握目标定向(-0.02，BC 95%CI[.11，.19])而不是成绩接近目标定向(0.01，BC 95%CI[-.01，0.03])和成绩回避目标定向(0.01，BC 95%CI[-.01，0.02])减少了青少年不适应的学习功能。研究结果表明，父母通过培养掌握目标定向改善适应不良的学习功能对青少年有利，而父母通过加强成绩接近和成绩回避目标定向促进适应不良的学习功能则会对青少年造成伤害。
We investigated whether and how adolescents’ perceived parental psychological control and autonomy support influence their maladaptive academic functioning through their achievement goal orientations. Participants were 845 tenth-grade students (447 boys, Mage = 15.20 ± .54 years; 398 girls, Mage = 15.13 ± .47 years) in China. Data were collected on their reported achievement goal orientations, perceived parental psychological control and autonomy support, and academic-related beliefs, strategies, and behaviors. Bootstrapping with resampling strategies was used for testing multiple mediators’ model and examining mediation effect. Results indicated that, compared with girls, adolescent boys perceived higher parental psychological control. Moreover, we found distinct effects of parental psychological control and autonomy support on adolescents’ maladaptive academic functioning through achievement goal orientations. Specifically, parental psychological control led to adolescents’ maladaptive academic functioning, mainly through adolescents’ performance-approach goal orientation (.06, BC 95% CI [.03, .09]) and performance-avoidance goal orientation (.02, BC 95% CI [.01, .03]) rather than mastery goal orientation (-.00, BC 95% CI [-.01, .01]); while parental autonomy support reduced adolescents’ maladaptive academic functioning, mainly through their mastery goal orientation (-.02, BC 95% CI [.11, .19]) rather than performance-approach goal orientation (.01, BC 95% CI [-.01, .03]) and performance-avoidance goal orientation (.01, BC 95% CI [-.01, .02]). The results suggest that adolescents will benefit from parents ameliorating maladaptive academic functioning through fostering mastery goal orientations, and be harmed from parents facilitating maladaptive academic functioning through enhancing performance-approach and performance-avoidance goal orientations.
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DOI：
10.2307/j.ctvcm4hkf.14
发表时间：
2019-03
期刊：
Encyclopedia of Autism Spectrum Disorders
影响因子：
--
作者：
Éfren Paulo;Porfírio;Sá Lima;El consentimiento informado Éfren;Paulo Porfírio;I. Introducción
通讯作者：
Éfren Paulo;Porfírio;Sá Lima;El consentimiento informado Éfren;Paulo Porfírio;I. Introducción
影响因子：
3.2
作者：
J. Froiland;F. Worrell
通讯作者：
J. Froiland;F. Worrell
影响因子：
3.6
作者：
J. Silk;A. Morris;Tomoe Kanaya;L. Steinberg
通讯作者：
J. Silk;A. Morris;Tomoe Kanaya;L. Steinberg
影响因子：
3.8
作者：
B. Soenens;Seong-Yeon Park;M. Vansteenkiste;Athanasios Mouratidis
通讯作者：
B. Soenens;Seong-Yeon Park;M. Vansteenkiste;Athanasios Mouratidis
影响因子：
3.6
作者：
E. Pomerantz;F. Ng;Qian Wang
通讯作者：
E. Pomerantz;F. Ng;Qian Wang