摘要
本研究基于广州市基础教育质量监测项目,以2380名初中生及其家长为被试,构建一个有调节的中介模型,考察了家校合作对青少年学业成绩的影响机制。研究发现:(1)家校合作对青少年学业成绩具有显著的正向预测作用;(2)在家校合作对青少年学业成绩的影响中,亲子沟通发挥了部分中介作用;(3)独生状况调节了家校合作→亲子沟通→学业成绩的后半段,即相对于非独生子女而言,独生子女亲子沟通对学业成绩的促进作用更为显著。
Increasing students’academic achievements is one of important goals for educators,which has received considerable attention in public.To achieve it,it is critical to find out the factors influencing academic success and how they make a difference,one of which is home-school cooperation.In recent years,home-school cooperation,largely defined as"parents’positive interaction with schools with purpose of facilitating their children’s educational outcomes and future success",has drawn more attention.Studies have revealed that home-school cooperation is an important factor for students’academic achievement;however,less is known about the underlying processes that may mediate or moderate that relationship.To answer this question,a moderated mediation model was proposed.Therefore,present study aimed to examine the association between home-school cooperation and academic achievement,as well as the mediating effect of parent-child interaction and the moderating effect of only child situation between them.The survey method was conducted with the home-school cooperation questionnaire,parent-child interaction questionnaire as well as academic test which were administered to 2380 adolescents and their parents.Data was collected and analyzed with Mplus 7.0 and SPSS 19.0.Confirmatory factor analyses indicated that both models fit the data satisfactorily for home-school cooperation and parent-child communication,and bias-corrected percentile Bootstrap method was used to analyze the mediating effect of parent-child interaction and the moderating effect of only child situation between home-school cooperation and academic achievement.The main findings of the study were as follows:(1)Home-school cooperation had a positive effect on academic achievement among adolescents directly;(2)Parent-child interaction played a mediating role in the relationship between home-school cooperation and academic achievement;(3)Only child situation moderated the relationship between home-school cooperation and academic achievement(for the second
作者
李哲
张敏强
黄菲菲
李岩
崔雪平
Li Zhe;Zhang Minqiang;Huang Feifei;Li Yan;Cui Xueping(School of Psychology,South China Normal University,Guangzhou,510631;Guangdong Provincial Key Laboratory,Guangzhou,510631;Emergency technical center,Guangzhou,510631;Psychology applied research center,Guangzhou,510631)
出处
《心理科学》
CSSCI
CSCD
北大核心
2019年第5期1091-1097,共7页
Journal of Psychological Science
基金
国家社科基金“十三五”规划2017年度教育学重点课题《新高考制度实施与动态调整研究》(AFA170006)的资助
关键词
青少年
家校合作
亲子沟通
独生状况
学业成绩
adolescents
home-school cooperation
parent-child interaction
only child situation
academic achievement
