并非越多越好:中国学生感知到的父母参与频率概况及其与适应力和学业成绩的关系

IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Learning and Individual Differences Pub Date : 2024-05-29 DOI:10.1016/j.lindif.2024.102464
Tianxue Cui , Yuanfang Guo , Ke Shen , Qimeng Liu , Wenfei Jia
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引用次数: 0

摘要

本研究采用 "以人为本 "的方法,探讨了小学生、初中生和高中生在家庭中父母参与频率的不同模式,并研究了这些模式与学生的适应能力和学业成绩之间的关系。样本包括 105,641 名中国学生,分析方法包括潜在特征分析(LPA)和多变量协方差分析(MANCOVA)。结果显示,在所有组群中都出现了一致的特征--四种特征明显地描述了学生感知到的父母参与模式。这些特征包括三个普遍认同的特征:"低度参与生活和学习"、"中度参与生活和学习 "以及 "高度参与生活但低度参与学习"。对于八年级和十一年级学生来说,第四种情况被称为 "生活和学习参与度高",而对于四年级学生来说,则被称为 "生活参与度中等,但学习参与度中等偏低"。MANCOVA 结果显示,在控制了学生的性别和家庭社会经济地位(SES)之后,学生在不同情况下的抗逆力和学业成绩存在显著的统计学差异。教育意义 本研究揭示了不同频率的家长参与对不同年级中国学生学业成绩和抗逆力的影响。研究结果表明,认为父母 "生活参与度高而学习参与度低 "的学生,其学业成绩和抗挫折能力更强。这些见解强调了教师、家长和政策制定者考虑家长参与的性质、频率和领域的必要性,对教学策略、育儿实践和教育政策的制定具有重要意义,尤其是在中国背景下。
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More is not always better: Profiles of perceived frequency of parental involvement among Chinese students and associations with resilience and academic achievement

This study adopted a person-centered approach to explore heterogeneous patterns of home-based parental involvement frequency among elementary, middle, and high school students, and examined how such patterns were associated with resilience and academic achievement. The sample comprised 105,641 Chinese students, with analyses conducted using latent profile analyses (LPAs) and multivariate analysis of covariance (MANCOVA). The results revealed consistent profile emergence across all cohorts- four profiles distinctly described the students' perceived patterns of parental involvement. These encompassed three universally identified profiles: “low involvement in life and study,” “moderate involvement in life and study,” and “high involvement in life but low in study.” For the 8th and 11th graders, the fourth profile was denoted as “high involvement in life and study,” while for 4th graders, it was termed “moderate involvement in life but moderately low in study.” MANCOVA results revealed statistically significant differences in students' resilience and academic achievement across profiles after controlling students' gender and family socioeconomic status (SES). The findings of this research highlight that parents' more frequent involvement in students' everyday lives, coupled with less frequent involvement in their study matters, may effectively foster academic success and enhance the development of resilient traits.

Educational relevance statement

This study sheds light on the impact of diverse frequency of parental involvement profiles on the academic achievement and resilience of Chinese students across different grade levels. The findings highlight students who perceive their parents as a ‘high involvement in life but low in study’ are associated with greater academic achievement and resilience. These insights emphasized the need for teachers, parents, and policymakers to consider the nature, frequency, and domains of parental involvement, offering significant implications for teaching strategies, parenting practices, and educational policy development, particularly in the Chinese context.

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来源期刊
Learning and Individual Differences
Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-
CiteScore
6.60
自引率
2.80%
发文量
86
期刊介绍: Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).
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