Reciprocal Relationships Between Parental Involvement and Academic Performance in Early Adolescence: A Two-Year Longitudinal Study in China.

IF 4.3 3区 材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC
Yi Yang
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引用次数: 0

Abstract

Previous literature has focused on the overall influence of parental involvement on adolescents' academic performance, while less attention has been accorded to the reciprocal relationships between different forms of parental involvement and academic performance across gender. The present study examined the reciprocal associations between different forms of parental involvement and adolescents' academic performance using nationally representative data. A total of 9449 Chinese adolescents (47.82% girls, Mage = 13.21, SD = 0.65, 91.20% Han Ethnicity) have participated in the two-year and two-wave longitudinal study. Cross-lagged model results indicated reciprocal associations between parent-reported involvement and academic performance. Autonomy-supportive parental involvement in Grade 7 was positively associated with better academic performance in Grade 8, while behavioral control was negatively associated with later academic performance. Parental socialization practices vary by adolescent's gender. Compared with girls, boys experienced increased parental behavioral control in response to better academic performance. The findings reflect the persistence of stereotypical gender expectations and gender socialization in contemporary China.

父母参与与青少年早期学习成绩之间的相互关系:中国的一项为期两年的纵向研究。
以往的文献主要关注父母参与对青少年学业成绩的整体影响,而较少关注不同形式的父母参与与不同性别学业成绩之间的相互关系。本研究利用具有全国代表性的数据,探讨了不同形式的父母参与与青少年学业成绩之间的相互关系。共有 9449 名中国青少年(女孩占 47.82%,平均年龄 = 13.21,平均差异 = 0.65,汉族占 91.20%)参加了为期两年的两波纵向研究。交叉滞后模型结果表明,家长报告的参与度与学业成绩之间存在相互关联。家长在七年级时的自主支持性参与与八年级的学业成绩呈正相关,而行为控制与后来的学业成绩呈负相关。父母的社会化做法因青少年的性别而异。与女孩相比,男孩的学习成绩越好,父母的行为控制就越多。研究结果反映了当代中国持续存在的陈旧的性别期望和性别社会化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.20
自引率
4.30%
发文量
567
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