父母期望对初中学生学业成绩的影响:认知表现有调节的非线性中介作用
文献类型：学位论文
| 作者 | 黄剑琼 |
| 答辩日期 | 2022-12 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 张雨青 |
| 关键词 | 父母期望 认知表现 学业成绩 家庭功能 |
| 学位名称 | 理学硕士 |
| 学位专业 | 儿童发展与教育心理学 |
| 其他题名 | Relation between parental expectation and academic performance of middle school students: a moderating nonlinear mediation of cognitive perfomance |
| 中文摘要 | Background and purpose: Under the background of "Double Reduction Policy" the "hope for children to become successful" is still the long-cherished wish of most Chinese parents. In reality, some parents can realize their dreams, while some others fall into despair. Thus, parental expectations seem to be a double-edged sword that can both help children to realize their potential or spoil their future. It is still not clear how parental expectations work on their children. It has been more than half a century since the Rosenthal experiment, during which extensive research showed that parental expectations have a very important and positive impact on their children's academic performance. At the same time, many studies have shown that parents' high expectations exert pressure on their children, leading to academic burnout and even mental illness such as depression and late-onset Attention Deficit Syndrome. Many scholars try to explain the mechanism of parental expectations by introducing family function, family social and economic status, or student self-awareness as mediating or moderating variables. However, because linear models have limitations, those theories cannot explain the negative influence of extremely high or low expectations, as well as the two-way effect of parental expectation. This paper tries to propose a more comprehensive model of expectation on the basis of the Yerkes-Dodson law. Methods: This study recruited 321 middle school students and their parents to complete the Cognitive Assessment System Test 2 Brief (CAS-2B), Chinese Parental Expectation on Child's Future Scale (CPECF), and Family Assessment Device (FAD) Referring to the Hayes nonlinear model, the correlation structure equation was established and regression analysis of the nonlinear mediating and moderating relationship among parental expectation, family function, cognitive perfomance, and academic achievement was done on Mplus 8.3. Results: The research results show that: 1) parental expectation, student cognitive perfomance, family function and academic performance are correlated positively to each other; 2) under the moderation of family function and the mediation of cognitive perfomance, the linear model of parental expectation on academic performance is feasible; 3) academic performance is influenced by parental expectation non-linearly under the moderation of family function and the mediation of cognitive perfomance; 4) the nonlinear model of the influence of parental expectation on academic performance is better than that of the linear one. The results of this stu即suggest that parents should distinguish the rational and ideal components of expectation, and reasonably adjust their expectations according to the character of their children and the family-school environment. Junior high school is a special period of cognitive perfomance, during which the parent-child conflicts are extremely frequent and serious. In order to promote their children's cognition, parents should expect neither too much nor too little. They should avoid exerting too much pressure on their teenage boys and girls, as well as giving up their hopes for them. This research provides a theoretical explanation for the relationship between parents' expectation and academic achievement. And it helps parents to to develop a better idea about how to maintain the relationship with their off-springs. This paper also uses the inverted U model to interpret the traditional Chinese thoughts of "Going too far is as bad as not going far enough" and "Less is more"，which demonstrates the rationality of classical philosopdy from the 、perspective of data and further combines "number" and "thought" into one. |
| 英文摘要 | 在“双减”政策的背景之下，“望子成龙”和“望女成凤”依然是多数中国家长的夙愿。实际生活之中，有些父母能够达成所愿，同时也有不少家长“堰苗助长”，最终陷入“恨铁不成钢”的遗憾之中。父母期望对子女的认知表现、自我意识、学习动机、学业成绩等有着深刻的影响，但其作用机制却不明朗，因此有必要进一步深入研究。 为了理清期望与学业成绩的关系，半个多世纪前，罗森塔尔做了著名的“期望效应”实验，证实了他人期望对学生学业成绩有着非常重要的影响。此后，大量研究表明父母的期望对子女的学业成绩同样有非常重要正向的影响。与之同时，亦有不少学者表明父母过高期望将会给子女带来压力，导致子女产生学业倦怠，甚至诱发抑郁以及晚发性注意力缺陷综合征等心理疾病。鉴于期望兼具正向作用和负向作用，不少学者提出了家庭功能、家庭社会经济地位、学生自我意识等中介或者调节变量，发展不少更为全面的理论模型。 这些模型极大地丰富了原有理论。但鉴于线性模型单向增长的局限性，此类研究仍然无法完整地解释期望过高或过低所产生的负面影响。在此基础之上，本研究借鉴了耶克斯一道德森定律，尝试提出一个具有辩证意义的期望效应非线性作用模型，并将其与线性模型加以对比。希望能够更为完整地阐释父母期望对子女学业成绩影响的作用机制。 本研究以测试和问卷的形式，对杭州市某中学321名初中学生及其父母进行调查:采用Das的“认知评估系统第二版简版量表”(Cognitive Assessment System 2 Brief, CAS-2B)对学生进行认知表现测试;采用“修订版中国家长对子女未来期望量表“( Chinese Parental Expectation on Child ' s Future Scale, CPECF)对父母进行期望的问卷调查;以及采用“家庭功能评定量表”(Family Assessment Device, FAD)对父母进行家庭功能评估的问卷调查，并且收集学生2021年下学期期中考考试成绩作为因变量。参照Hayes非线性中介模型，建立相关结构方程，在Mplus 8.3上对四者关系进行非线性中介调节回归分析和线性中介调节回归分析，并且将结果加以对比。 研究结果表明:1)父母期望、学生认知表现、家庭功能和学业成绩相互呈现正相关关系;2)在认知表现中介，家庭功能调节下父母期望对学业成绩影响的线性模型成立;3)在认知表现中介，家庭功能调节下父母期望对学业成绩影响的非线性模型成立;家庭功能较低时，父母期望与认知表现之间存在倒U关系，家庭功能较高时，父母期望与认知表现为斜率逐渐减小的上升曲线关系;认知表现在父母期望和学业成绩之间起非线性中介作用，即父母期望对子女学业成绩的影响，主要是通过培养子女认知表现实现的;4)在认知表现中介，家庭功能调节下父母期望对学业成绩的非线性模型优于认线性模型。 本研究结果提示:父母应区分期望的理性成分和理想成分，从现实的角度出发，根据子女自身的情况和家庭学校环境，合理调整对其的期望。初中阶段是认知表现发展的特殊时期，也是亲子矛盾爆发的高峰期。为了促使子女认知更好地发展，父母既不能完全放任自由，又不能施加过多压力。研究为父母期望的作用提供了更多的理论依据，帮助家长建立科学的育儿思想观。本文采用倒U非线性模型与中国传统的“过犹不及”、“少即是多”的等中庸思想相呼应，从数据的角度论证了经典哲学的合理性，进一步将“数字”和“哲学思想”二合为一。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45071]  |
| 专题 | 心理研究所_认知与发展心理学研究室 |
| 推荐引用方式 GB/T 7714 | 黄剑琼. 父母期望对初中学生学业成绩的影响:认知表现有调节的非线性中介作用[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
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