父母冲突损害青少年学业成绩:努力控制与课堂参与的中介作用
Interparental Conflict Compromises Adolescents' Academic Achievement: The Indirect Roles of Effortful Control and Classroom Engagement

本研究采取方便取样法从山东省济宁市两所公立初中抽取815名学生作为被试，填写父母冲突特征量表、努力控制分量表和课堂参与量表，并以语文、数学和英语三门课程的期末考试成绩作为学业成绩的指标，考察父母冲突对青少年学业成绩的影响机制，特别是青少年努力控制和课堂参与的中介作用。结果显示：（1）父母冲突对青少年的学业成绩存在直接负向预测；（2）父母冲突通过损害青少年的努力控制而间接负向预测其学业成绩；（3）父母冲突通过依次损害青少年的努力控制能力和课堂参与而间接负向预测其学业成绩。本研究不仅启发教育工作者重视青少年学业不良的家庭风险因素，而且启发父母有意识地减少冲突，为孩子自控能力乃至学业发展创造良好的家庭环境。
To examine the possible mechanisms underlying the relation between interparental conflict and adolescent academic achievement, 815 middle school students were conveniently chosen as our subjects to fill in the Conflict Properties Scale, the effortful Control subscale, the Classroom Engagement Scale. As indicators of adolescents' academic achievement, the final examination results in Chinese, mathematics and English were obtained from the school administrative personnel. The results indicated that, (1) interparental conflict could directly and negatively predict adolescents' classroom engagement and their academic achievement, (2) interparental conflict could indirectly and negatively influence adolescent academic achievement via the mediator of effortful control, (3) interparental conflict could successively compromise adolescents' effortful control and classroom engagement, resulting in poor academic achievement. Our findings not only inspire educational personnel to attach importance to the role of interparental conflict as familial risk factors for adolescents' poor academic achievement, but also promote parents to consciously reduce interparental conflict to create a harmonious family environment for the development of adolescents' effortful control and academic achievement.