Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model

IF 1.7 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

School Psychology International Pub Date : 2022-02-01 DOI:10.1177/01430343221077249

Fangyuan Ding, Xingxue Xiao, Yijun Shi, Yani Wan, Gang Cheng

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引用次数: 0

Abstract

To explore the relationships between parents’ attitudes toward school (PAS) and adolescents’ family socioeconomic status (SES), psychological suzhi, and academic performance, we investigated a total of 1319 Chinese middle school students from junior grade 1 to senior grade 3 and their parents. The psychological suzhi was self-reported by students. Family SES and PAS were rated by one of the parents of the adolescents. Academic performance was collected from the final examination at school at the end of the semester. The results showed that (1) PAS were significantly negatively correlated with family SES, psychological suzhi and its components, and academic performance. Psychological suzhi and its components were significantly positively correlated with academic performance and family SES, while adolescents’ academic performance was not significantly correlated with family SES. (2) Psychological suzhi and its components played partial mediating roles between PAS and academic performance. However, cognitive quality showed a positive effect on academic performance, similar to psychological suzhi, while individuality and adaptability showed the opposite effects. (3) Family SES played a moderating role in the direct paths from PAS to cognitive quality and academic performance. Our results suggest that it may be effective to improve adolescents’ academic performance by improving negative PAS.

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父母对学校的态度与中国青少年学习成绩：一个适度中介模型

为探讨家长的学校态度与青少年家庭社会经济地位、心理素质、学习成绩之间的关系，本研究对1319名初一至高三中学生及其家长进行了调查。心理速成由学生自我报告。家庭SES和PAS由青少年的一位家长评定。学习成绩是学期末在学校的期末考试中收集的。结果表明:(1)小学生心理素质与家庭经济地位、心理素质及其成分、学业成绩呈显著负相关。心理自知及其成分与学业成绩和家庭经济地位显著正相关，而青少年学业成绩与家庭经济地位不显著相关。(2)心理自知及其成分在PAS与学业成绩之间起部分中介作用。然而，认知素质对学习成绩的影响与心理素质的影响相似，而个性和适应能力对学习成绩的影响相反。(3)家庭社会经济地位对小学生认知质量和学业成绩的直接影响具有调节作用。我们的研究结果表明，通过改善负PAS可以有效地提高青少年的学习成绩。

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来源期刊

School Psychology International PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.90

自引率

8.70%

发文量

期刊介绍： The official publication of the ISPA. School Psychology International highlights the concerns of those who provide quality mental health, educational, therapeutic and support services to schools and their communities throughout the world. The Journal publishes a wide range of original empirical research, cross-cultural replications of promising procedures and descriptions of technology transfer