Maternal child-based worth predicts children’s academic contingent self-worth via perceived maternal achievement-oriented psychological control

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-05-04 DOI:10.1080/01443410.2023.2207794

Boby Ho-Hong Ching

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引用次数: 1

Abstract

Abstract This study examined the longitudinal associations among maternal child-based worth, perceived maternal achievement-oriented psychological control, and children’s academic contingent self-worth over a one-year period in 274 Chinese children. Results showed that, after the autoregressive effects were controlled, higher levels of maternal child-based worth longitudinally predicted higher levels of perceived maternal achievement-oriented psychological control. Higher levels of perceived maternal achievement-oriented psychological control at an earlier time point were also linked to higher levels of children’s academic contingent self-worth later. However, earlier levels of children’s academic contingent self-worth did not predict their perceptions of maternal psychological control longitudinally. The findings suggest that parents should be aware that their own contingent self-worth may be transferred from one generation to another through maladaptive parenting practice. They are advised not to over-identify with the wins and losses of their children and to consider whether they may have stepped over the autonomy of children inadvertently.

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母亲以孩子为本的价值感通过感知到的母亲以成就为导向的心理控制来预测儿童的学业偶然自我价值感

摘要本研究对274名中国儿童进行了为期一年的纵向研究，考察了母亲以子女为基础的价值、母亲以成就为导向的心理控制感知与儿童学业偶然自我价值的关系。结果表明，在自回归效应得到控制后，较高的母亲以孩子为本的价值水平纵向预测较高的母亲以成就为本的心理控制水平。在较早的时间点，较高水平的感知到的母亲以成就为导向的心理控制也与较高水平的孩子后来的学业偶然自我价值有关。然而，早期儿童的学业偶然自我价值水平并不能纵向预测其对母亲心理控制的感知。研究结果表明，父母应该意识到，他们自己偶然的自我价值可能会通过不适应的养育方式从一代传递到另一代。他们被建议不要过度关注孩子的得失，并考虑他们是否可能无意中逾越了孩子的自主权。

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

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.