父母教育期望、高中生学业焦虑、抑郁情绪对学业成绩的影响
文献类型：学位论文
| 作者 | 杜晓婷 |
| 答辩日期 | 2022-11 |
| 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 | 李新影 |
| 关键词 | 父母教育期望 学业焦虑 抑郁情绪 学业成绩 高中生 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | The influence of Barents' educational exbectation, high school students' academic anxiety and depression on academic achievement |
| 中文摘要 | In recent years, the mental health of adolescents has received extensive attention from all walks of life and in various fields. As an important family factor affecting the growth of adolescents, parental educational expectations have been extensively studied in the field of education and psychology in recent years. Senior high school is a critical period for personal psychological and physical development, and it is also an important moment to welcome the key node of life一the college entrance examination. Parents' inherent expectations for their children are directly reflected in their attention to students' academic performance. This study adopts a longitudinal research method, using parent educational expectations as family environmental factors, and senior high school students' academic anxiety and depression as mediating variables, to explore the relationship model between parent expectations and academic performance, so as to reveal the relationship between parental expectations, academic anxiety, and depression and the mechanism of influence on the academic performance of high school students. A total of 700 senior high school students from two public senior high schools in Shenyang were selected as the research objects, with an average age of 16.5 years and a standard deviation (SD) of 0.50. Boys accounted for 61.8% and girls accounted for 38.2%. The academic achievement dimension of the Perceived Parental Expectation Scale was used to measure the perceived parental educational expectations of middle school students; the anxiety dimension of the Adolescent Academic Emotions Questionnaire was used to measure students' academic anxiety; the Children's Depression Inventory (CDI; Kovacs)，1992) was to assess the depression of the research subjects. The average score of the three subjects of Chinese, mathematics and foreign language in the two municipal unified examinations at the end of the first year of senior high school (T1 time point) and the beginning of the second year of senior high school (T2 time point) is used as the academic achievement indicator. A cross-lag mediation model was established to analyze the predictive effect of parental educational expectations on academic performance, as well as the mediating effect of academic anxiety and depression. The results show that: 1 .There are significant differences in parents' educational expectations in terms of gender and family economic level: parents' educational expectations for boys are higher than girls ; The lower the family economic level, the higher the parents' expectation of education. 2. High school parents have high expectations for their children's education, which will increase students' academic anxiety and depression. 3 .The influence of parents' educational expectations on the academic performance of high school students is influenced by the changes of students' academic anxiety and depression. Only by establishing educational expectations in line with children's academic level, and transmitting and expressing educational expectations according to children's psychological needs in different periods, can we promote the benign improvement of children's academic performance. |
| 英文摘要 | 近年来，青少年心理健康问题受到了社会的广泛关注。作为影响青少年心理健康的重要家庭因素之一，父母教育期望在教育界和心理学界得到了越来越多的重视。高中阶段是个体心理发展的关键期，又是迎接人生关键节点一高考的重要时刻，父母对子女的教育期望往往直接体现在对学习成绩的关注上。父母对子女学习成绩的关注和期望对子女的身心健康以及学业成绩本身究竟带来何种影响目前尚无一致性结论。 家庭系统理论告诉我们:家庭是一个基本的情绪单位，每一个家庭成员的思想变化、情绪波动、行为方式等是相互作用彼此影响。任何一个成员所表现出的情绪以及产生的心理问题和家庭成员有着千丝万缕的联系。 本研究采用纵向追踪研究法，通过研究一对父母教育期望、学业焦虑、抑郁情绪和学业成绩的人口学差异性进行整体分析，了解人口学变量对各变量的差异性影响，接着基于研究一的结果，控制相应的人口学变量，以父母教育期望为自变量，纳入高中生的学业焦虑和抑郁情绪为中介变量，探讨父母教育期望与学业成绩的关系模型，并揭示父母教育期望、学业焦虑、抑郁情绪对高中生学业成绩发挥影响的作用机制。 以沈阳市两所公立高中500名高一学生为研究对象，平均年龄为16.5岁，标准差(SD)为0.50。男生占61.8%，女生占38.2%。采用感知父母期望量表(Perceived Parental Expectation, PPE)中的学业成就维度测量中学生感知到的父母教育期望;采用《青少年学业情绪问卷》中的焦虑维度测量学生的学业焦虑;采用儿童抑郁量表(Children's Depression Inventory, CDI; Kovacs, 1992)对研究对象的抑郁情绪进行测评。以高一学末(T1时间点)和高二学初(T2时间点)两次市级统考语文、数学、外语三科成绩的均分作为学业成绩指标。建立交叉滞后中介模型，分析父母教育期望对学习成绩的预测作用，以及学业焦虑、抑郁情绪的中介作用。 通过研究分析，得到结论如下: 1.父母对男生的教育期望偏高，男生的焦虑水平上升幅度比女生大，高中生的抑郁情绪受父母教育程度和家庭经济影响较大。 2.高中父母对子女的教育期望偏高，过高的教育期望会增加学生的学业焦虑和抑郁情绪。 3.父母教育期望对高中生的学业成绩的影响，通过学生的学业焦虑和抑郁情绪的变化发生作用。建立符合子女学业水平的教育期望，并且根据不同时期子女心理需求去传递和表达教育期望，才能促进子女学业的良性提升。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45085]  |
| 专题 | 心理研究所_社会与工程心理学研究室 |
| 推荐引用方式 GB/T 7714 | 杜晓婷. 父母教育期望、高中生学业焦虑、抑郁情绪对学业成绩的影响[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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