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感知亲子教育期望差异和初中生学习成绩的关系：学业压力的中介作用
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Abstract:
目的：探究初中生感知亲子教育期望差异和学习成绩(自评学习成绩和客观学习成绩)的关系，以及学业压力在二者间的作用机制。方法：使用中国教育追踪调查(CEPS)基线数据，选择教育期望、学业压力和学习成绩进行数据分析。结果：1) 感知亲子教育期望差异、学业压力与自评学习成绩、客观学习成绩呈显著负相关，感知亲子教育期望差异与学业压力呈显著正相关。2) 学业压力在感知亲子教育期望差异和自评学习成绩、客观学习成绩关系间均起部分中介作用。结论：本研究验证了亲子教育期望差异会给学习成绩带来不利影响的临床观点。
Objective: This study aimed to explore the relationship between perceived parent-child discrepancies in educational expectations and middle school students’ academic performance (self-reported academic performance and objective academic performance), as well as the mechanism of academic pressure between them. Methods: Using the baseline data of China Education Panel Survey (CEPS), we selected educational expectations, academic pressure and academic performance for data analysis. Results: 1) Perceived parent-child discrepancies in educational expectations, academic pressure were significantly negatively correlated with self-reported academic performance and objective academic performance; perceived parent-child discrepancies in educational expectations were significantly positively correlated with academic pressure. 2) Academic pressure played a partly mediated role between perceived parent-child discrepancies in educational expectations and self-reported academic performance and objective academic performance. Conclusion: This study validates the clinical view that parent-child discrepancies in educational expectations will adversely affect academic performance.
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