文章摘要
万 荣,李小龙,陈竞蓉.父母教养方式对小学高年级学生学业拖延的影响:一个有调节的中介模型[J].陕西学前师范学院学报,2020,36(7):112-121
父母教养方式对小学高年级学生学业拖延的影响:一个有调节的中介模型
The Influence of Parenting Styles on Academic Procrastination of High-level Graders in Primary School: A Moderated Mediation Model
投稿时间:2020-03-03  修订日期:2020-04-09
DOI:doi: 10. 11995/j. issn. 2095-770X. 2020. 07. 018
中文关键词: 关键词:学业拖延;父母教养方式;自我概念;成就动机;有调节的中介
英文关键词: Key words: academic procrastination; parenting styles; self-concept; achievement motivation; moderated mediation
基金项目:
作者单位
万 荣 长江大学教育学院,湖北荆州 434020; 
李小龙 荆州职业技术学院,湖北荆州 434020 
陈竞蓉  
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中文摘要:
      摘 要:目的:为明确父母教养方式对小学高年级学生学业拖延的作用机制,本研究构建了一个有调节的中介模型,考察了自我概念在二者关系中的中介作用以及成就动机的调节作用。方法:以1181名小学生为被试,采用问卷法对其学业拖延程度、父母教养方式以及自我概念和成就动机进行调查。结果:1)在控制了性别、年级和独生与否后,父亲教养方式对学业拖延具有显著的负向预测作用,而母亲教养方式对学业拖延的预测不显著。2)自我概念能够在父母教养方式与拖延的关系中起中介作用;3)成就动机对中介路径后半段具有显著的调节作用。结论:自我概念很有可能是父母教养方式影响小学高年级学生学业拖延的重要中间环节,而上述中介效应会受到成就动机的调节。
英文摘要:
      Abstract: Objective:In order to clarify the mechanism of the parental rearing style and its influence on the academic procrastination of high-level graders in primary school, this study constructs a moderated mediation model to examine the mediation role of the self-concept in the their relationshipas well as the moderating effects of achievement motivation. Methods: A questionnaire method was used to investigate the degree of procrastination, parenting styles, self-concept and achievement motivation, taking a 1181 primary school students as subjects.Results:1) After controlling for gender, grade and only child, fathers’ parenting styles has a negative predictive effect on academic procrastination while mothers’ parenting style is not significant;2)self-concept can play a mediating role in the relationship between parenting styles and academicprocrastination; 3)and achievement motivation has a significant moderation effect on the second half of the intermediary path.Conclusion: Self-concept is very likely to be an important intermediate link between parenting styles affecting academic procrastination of senior students in primary schools, and mediating effects mentioned above will be regulated by achievement motivation.
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