{"title":"父母的结构和混乱对小学生作业焦虑的影响:作业动机的中介作用。","authors":"Jing Li, Yadong Ding","doi":"10.3389/fpsyg.2024.1399507","DOIUrl":null,"url":null,"abstract":"<p><p>The present study aimed to examine the relationship between parental structure, parental chaos, and homework anxiety among elementary school students, as well as the mediating roles of autonomous and controlled motivation in relation to homework. A total of 1,118 elementary school students from grades 4 to 6 completed the Parents as Social Context Questionnaire, Homework Anxiety Scale, and Homework Motivation Scale. Results indicated that parental structure was negatively associated with homework anxiety in elementary school students, while parental chaos exhibited a positive correlation with such anxiety; furthermore, both homework autonomous and controlled motivation mediated the relationship between parental structure and chaos with homework anxiety. Specifically, a structured parenting environment could mitigate homework anxiety by enhancing students' autonomous motivation; conversely, chaotic parenting environments were associated with increased homework anxiety through heightened controlled motivation while simultaneously diminishing autonomous motivation. These findings offer novel insights into alleviating homework-related anxiety among elementary school students and provide empirical support for developing educational interventions focused on parenting practices.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11491404/pdf/","citationCount":"0","resultStr":"{\"title\":\"Influence of parental structure and chaos on homework anxiety in elementary school students: the mediating role of homework motivation.\",\"authors\":\"Jing Li, Yadong Ding\",\"doi\":\"10.3389/fpsyg.2024.1399507\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The present study aimed to examine the relationship between parental structure, parental chaos, and homework anxiety among elementary school students, as well as the mediating roles of autonomous and controlled motivation in relation to homework. A total of 1,118 elementary school students from grades 4 to 6 completed the Parents as Social Context Questionnaire, Homework Anxiety Scale, and Homework Motivation Scale. Results indicated that parental structure was negatively associated with homework anxiety in elementary school students, while parental chaos exhibited a positive correlation with such anxiety; furthermore, both homework autonomous and controlled motivation mediated the relationship between parental structure and chaos with homework anxiety. Specifically, a structured parenting environment could mitigate homework anxiety by enhancing students' autonomous motivation; conversely, chaotic parenting environments were associated with increased homework anxiety through heightened controlled motivation while simultaneously diminishing autonomous motivation. These findings offer novel insights into alleviating homework-related anxiety among elementary school students and provide empirical support for developing educational interventions focused on parenting practices.</p>\",\"PeriodicalId\":12525,\"journal\":{\"name\":\"Frontiers in Psychology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-10-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11491404/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.3389/fpsyg.2024.1399507\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/1/1 0:00:00\",\"PubModel\":\"eCollection\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2024.1399507","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
Influence of parental structure and chaos on homework anxiety in elementary school students: the mediating role of homework motivation.
The present study aimed to examine the relationship between parental structure, parental chaos, and homework anxiety among elementary school students, as well as the mediating roles of autonomous and controlled motivation in relation to homework. A total of 1,118 elementary school students from grades 4 to 6 completed the Parents as Social Context Questionnaire, Homework Anxiety Scale, and Homework Motivation Scale. Results indicated that parental structure was negatively associated with homework anxiety in elementary school students, while parental chaos exhibited a positive correlation with such anxiety; furthermore, both homework autonomous and controlled motivation mediated the relationship between parental structure and chaos with homework anxiety. Specifically, a structured parenting environment could mitigate homework anxiety by enhancing students' autonomous motivation; conversely, chaotic parenting environments were associated with increased homework anxiety through heightened controlled motivation while simultaneously diminishing autonomous motivation. These findings offer novel insights into alleviating homework-related anxiety among elementary school students and provide empirical support for developing educational interventions focused on parenting practices.
期刊介绍:
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.