摘要
目的:为明确父母教养方式对小学高年级学生学业拖延的作用机制,本研究构建了一个有调节的中介模型,考察了自我概念在二者关系中的中介作用以及成就动机的调节作用。方法:以1181名小学生为被试,采用问卷法对其学业拖延程度、父母教养方式以及自我概念和成就动机进行调查。结果:1)在控制了性别、年级和独生与否后,父亲教养方式对学业拖延具有显著的负向预测作用,而母亲教养方式对学业拖延的预测不显著。2)自我概念能够在父母教养方式与拖延的关系中起中介作用;3)成就动机对中介路径后半段具有显著的调节作用。结论:自我概念很有可能是父母教养方式影响小学高年级学生学业拖延的重要中间环节,而上述中介效应会受到成就动机的调节。
Objective:In order to clarify the mechanism of the parental rearing style and its influence on the academic procrastination of high-level graders in primary school,this study constructs a moderated mediation model to examine the mediation role of the self-concept in the their relationshipas well as the moderating effects of achievement motivation.Methods:A questionnaire method was used to investigate the degree of procrastination,parenting styles,self-concept and achievement motivation,taking a 1181 primary school students as subjects.Results:1)After controlling for gender,grade and only child,fathers’parenting styles has a negative predictive effect on academic procrastination while mothers’parenting style is not significant;2)self-concept can play a mediating role in the relationship between parenting styles and academicprocrastination;3)and achievement motivation has a significant moderation effect on the second half of the intermediary path.Conclusion:Self-concept is very likely to be an important intermediate link between parenting styles affecting academic procrastination of senior students in primary schools,and mediating effects mentioned above will be regulated by achievement motivation.
作者
万荣
李小龙
陈竞蓉
WAN Rong;LI Xiao-long;CHEN Jing-rong(School of Education,Yangtze University,Jingzhou 434020,China;Jingzhou Institute of Technology,Jingzhou 434020,China)
出处
《陕西学前师范学院学报》
2020年第7期112-121,共10页
Journal of Shaanxi Xueqian Normal University
关键词
学业拖延
父母教养方式
自我概念
成就动机
有调节的中介
academic procrastination
parenting styles
self-concept
achievement motivation
moderated mediation
