粗暴养育与中学生学习投入：状态焦虑与性别的作用

doi:10.12139/j.1672-0628.2022.02.012

摘要/Abstract

摘要： 基于儿童学习投入的社会文化情境发展模型和动机与投入之轮理论，构建了一个有调节的中介模型，探讨了粗暴养育与学习投入的关系以及状态焦虑与性别的作用。对852名初中生进行问卷调查，结果发现：（1）粗暴养育与状态焦虑呈显著正相关，与学习投入呈显著负相关，状态焦虑与学习投入呈显著负相关；（2）状态焦虑在粗暴养育与学习投入之间起完全中介作用；性别调节了“粗暴养育→状态焦虑→学习投入”的前半段路径，相对于男性，粗暴养育与状态焦虑的正向联系在女性中更强。

关键词: 粗暴养育, 状态焦虑, 学习投入, 性别差异

Abstract: Based on the theory of development-in-sociocultural-context model for children’s engagement in learning and the theory of motivation and engagement wheel, a moderated mediation model was constructed to explore the relationship between harsh parenting and learning engagement, and the role of state anxiety and gender. A questionnaire survey was conducted among 852 junior middle school students. The results showed that: 1) Harsh parenting was positively correlated with state anxiety and negatively correlated with learning engagement, while state anxiety was negatively correlated with learning engagement. 2) State anxiety completely mediated the relationship between harsh parenting and learning engagement; gender moderated the first half of the pathway of “harsh parenting → state anxiety → learning engagement”, and the positive correlation between harsh parenting and state anxiety was stronger in women than in men.

Key words: harsh parenting, state anxiety, learning engagement, gender difference

中图分类号:

B844

岳鹏飞, 胡文丽, 张嘉鑫, 史梦梦. 粗暴养育与中学生学习投入：状态焦虑与性别的作用[J]. 心理与行为研究, 2022, 20(2): 226-232.

YUE Pengfei, HU Wenli, ZHANG Jiaxin, SHI Mengmeng. Harsh Parenting and Learning Engagement Among Middle School Students: The Role of State Anxiety and Gender[J]. Studies of Psychology and Behavior, 2022, 20(2): 226-232.

参考文献

方来坛, 时勘, 张风华. (2008). 中文版学习投入量表的信效度研究. 中国临床心理学杂志, 16(6), 618–620
李文利, 钱铭怡. (1995). 状态特质焦虑量表中国大学生常模修订. 北京大学学报(自然科学版), 31(1), 108–114
李永占. (2018). 父母教养方式对高中生学习投入的影响: 一个链式中介效应模型. 心理发展与教育, 34(5), 576–585
刘在花. (2018). 学校氛围对流动儿童学习投入的影响——学校幸福感的中介作用. 中国特殊教育, (1), 52–57, doi: 10.3969/j.issn.1007-3728.2018.01.010
邱依雯, 娄熠雪, 雷怡. (2021). 青少年抑郁: 基于社会支持的视角. 心理发展与教育, 37(2), 288–297
任志洪, 张雅文, 江光荣. (2018). 正念冥想对焦虑症状的干预: 效果及其影响因素元分析. 心理学报, 50(3), 283–305
谭树华, 郭永玉. (2008). 有限自制力的理论假设及相关研究. 中国临床心理学杂志, 16(3), 309–311, doi: 10.3969/j.issn.1005-3611.2008.03.027
王明忠, 杜秀秀, 周宗奎. (2016). 粗暴养育的内涵、影响因素及作用机制. 心理科学进展, 24(3), 379–391
王明忠, 王静, 王保英, 曲西茜, 辛福康. (2020). 粗暴养育与青少年学业成绩: 有调节的中介分析. 心理发展与教育, 36(1), 67–76
温忠麟, 叶宝娟. (2014). 有调节的中介模型检验方法: 竞争还是替补. 心理学报, 46(5), 714–726
岳鹏飞, 胡文丽, 张敏. (2021). 粗暴养育对学业拖延的影响: 心理灵活性和状态焦虑的链式中介作用. 中国特殊教育, (10), 85–90.
岳鹏飞, 史梦梦, 刘旭, 白学军. (2020). 词汇的唤醒度对情绪标注效应的影响——ERPs研究. 心理与行为研究, 18(1), 31–38
张妮. (2020). 初中生父母粗暴养育与学习投入的关系: 意向性自我调节和感知到教师支持的作用 (硕士学位论文). 广西民族大学, 南宁.
张玉柱, 陈中永. (2006). 高校毕业生择业焦虑的心理教育实验研究. 心理发展与教育, 22(3), 99–102, doi: 10.3969/j.issn.1001-4918.2006.03.018
周爱保, 胡砚冰, 刘锦涛, 鲁小勇, 王有丽, 周滢鑫. (2022). 青少年社交焦虑与学习投入的关系: 意向性自我调节的解释作用及其年龄差异. 心理发展与教育, 38(1), 54–63.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(6), 942–950
Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16(6), 351–355, doi: 10.1111/j.1467-8721.2007.00534.x.
Bolin, J. H. (2014). Andrew F. Hayes (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: The Guilford Press. Journal of Educational Measurement, 51(3), 335–337, doi: 10.1111/jedm.12050.
Brown, A. M., & Whiteside, S. P. (2008). Relations among perceived parental rearing behaviors, attachment style, and worry in anxious children. Journal of Anxiety Disorders, 22(2), 263–272, doi: 10.1016/j.janxdis.2007.02.002.
Chang, L., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17(4), 598–606, doi: 10.1037/0893-3200.17.4.598.
Chung, Y., Lee, J., & Ahn, H. S. (2017). Examining longitudinal changes in social supports and career maturity and their relationships with academic engagement and achievement. The Journal of Career Education Research, 30(3), 1–24, doi: 10.32341/JCER.2017.09.30.3.1.
Conrad, A., Paschall, K. W., & Johnson, V. (2019). Persistent economic insecurity and harsh parenting: A latent transition analysis. Children and Youth Services Review, 101, 12–22, doi: 10.1016/j.childyouth.2019.03.036.
Domes, G., Schulze, L., Böttger, M., Grossmann, A., Hauenstein, K., Wirtz, P. H., … Herpertz, S. C. (2010). The neural correlates of sex differences in emotional reactivity and emotion regulation. Human Brain Mapping, 31(5), 758–769, doi: 10.1002/hbm.20903.
Hernández, M. M., Eisenberg, N., Valiente, C., Thompson, M. S., Spinrad, T. L., Grimm, K. J., .. Gal, D. E. (2018). Trajectories of the expression of negative emotion from kindergarten to first grade: Associations with academic outcomes. Journal of Educational Psychology, 110(3), 324–337, doi: 10.1037/edu0000213.
Kingsbury, M., Sucha, E., Manion, I., Gilman, S. E., & Colman, I. (2020). Adolescent mental health following exposure to positive and harsh parenting in childhood. The Canadian Journal of Psychiatry, 65(6), 392–400, doi: 10.1177/0706743719889551.
Malczyk, B. R., & Lawson, H. A. (2017). Parental monitoring, the parent-child relationship and children’s academic engagement in mother-headed single-parent families. Children and Youth Services Review, 73, 274–282, doi: 10.1016/j.childyouth.2016.12.019.
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77(2), 413–440, doi: 10.1348/000709906X118036.
Maxwell, S. E., & Cole, D. A. (2007). Bias in cross-sectional analyses of longitudinal mediation. Psychological Methods, 12(1), 23–44, doi: 10.1037/1082-989x.12.1.23.
Maxwell, S. E., Cole, D. A., & Mitchell, M. A. (2011). Bias in cross-sectional analyses of longitudinal mediation: Partial and complete mediation under an autoregressive model. Multivariate Behavioral Research, 46(5), 816–841, doi: 10.1080/00273171.2011.606716.
McLeod, B. D., Wood, J. J., & Weisz, J. R. (2007). Examining the association between parenting and childhood anxiety: A meta-analysis. Clinical Psychology Review, 27(2), 155–172, doi: 10.1016/j.cpr.2006.09.002.
McRae, K., Ochsner, K. N., Mauss, I. B., Gabrieli, J. J. D., & Gross, J. J. (2008). Gender differences in emotion regulation: An fMRI study of cognitive reappraisal. Group Processes & Intergroup Relations, 11(2), 143–162, doi: 10.1177/1368430207088035.
Portman, T. A. A., Bartlett, J. R., & Carlson, L. A. (2010). Relational theory and intergenerational connectedness: A qualitative study. Adultspan Journal, 9(2), 88–102, doi: 10.1002/j.2161-0029.2010.tb00074.x.
Proverbio, A. M., Adorni, R., Zani, A., & Trestianu, L. (2009). Sex differences in the brain response to affective scenes with or without humans. Neuropsychologia, 47(12), 2374–2388, doi: 10.1016/j.neuropsychologia.2008.10.030.
Riina, E. M., Lee, J. K., & Feinberg, M. E. (2020). Bidirectional associations between youth adjustment and mothers’ and fathers’ coparenting conflict. Journal of Youth and Adolescence, 49(8), 1617–1630, doi: 10.1007/s10964-020-01262-6.
Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481, doi: 10.1177/0022022102033005003.
Suffren, S., La Buissonnière-Ariza, V., Tucholka, A., Nassim, M., Séguin, J. R, Boivin, M, ... Maheu, F. S. (2021). Prefrontal cortex and amygdala anatomy in youth with persistent levels of harsh parenting practices and subclinical anxiety symptoms over time during childhood. Development and Psychopathology, 1–12, doi: 10.1017/S0954579420001716.
Török, L., Szabó, Z. P., & Tóth, L. (2018). A critical review of the literature on academic self-handicapping: Theory, manifestations, prevention and measurement. Social Psychology of Education, 21(5), 1175–1202, doi: 10.1007/s11218-018-9460-z.
Wang, M. T., Degol, J. L., & Henry, D. A. (2019). An integrative development-in-sociocultural-context model for children’s engagement in learning. American Psychologist, 74(9), 1086–1102, doi: 10.1037/amp0000522.
Wang, M. T., & Hofkens, T. L. (2020). Beyond classroom academics: A school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 5(4), 419–433, doi: 10.1007/s40894-019-00115-z.
Wang, M. Z., & Qi, W. X. (2017). Harsh parenting and problematic Internet use in Chinese adolescents: Child emotional dysregulation as mediator and child forgiveness as moderator. Computers in Human Behavior, 77, 211–219, doi: 10.1016/j.chb.2017.09.005.
Wang, M. Z., & Wang, J. (2018). Negative parental attribution and emotional dysregulation in Chinese early adolescents: Harsh fathering and harsh mothering as potential mediators. Child Abuse & Neglect, 81, 12–20, doi: 10.1016/j.chiabu.2018.04.008.
Wilcox, G., McQuay, J., Blackstaffe, A., Perry, R., & Hawe, P. (2018). Supporting academic engagement in boys and girls. Canadian Journal of School Psychology, 33(3), 179–192, doi: 10.1177/0829573517703239.
Zhang, J. X., & Yue, P. F. (2021). The influence of harsh parenting on middle school students’ learning engagement: The mediating effect of perceived self-efficacy in managing negative affect and the moderating effect of mindfulness. Psychology, 12(10), 1473–1489, doi: 10.4236/psych.2021.1210093.
Zhang, W. X., Wei, X., Ji, L. Q., Chen, L., & Deater-Deckard, K. (2017). Reconsidering parenting in Chinese culture: Subtypes, stability, and change of maternal parenting style during early adolescence. Journal of Youth and Adolescence, 46(5), 1117–1136, doi: 10.1007/s10964-017-0664-x.
Zheng, F. L., Hu, P. Y., Lian, Z. D., Wang, Y. L., Wu, S. Y., & Li, H. Y. (2020). Contributing factors to the improvement of international students’ health literacy in China: A self-determination theory perspective. Frontiers in Public Health, 8, 390, doi: 10.3389/fpubh.2020.00390.

[1]	李嘉欣, 雒瑞帆, 封洪敏, 司继伟. 初中生感知到的同伴支持与数学学习投入—基于变量为中心和个体为中心的分析[J]. 心理与行为研究, 2022, 20(5): 629-636.
[2]	鲍旭辉, 黄杰, 李娜, 李健军, 李亚红. 主动性人格对学习投入的影响：领悟社会支持和积极情绪的链式中介作用[J]. 心理与行为研究, 2022, 20(4): 508-514.
[3]	侯娟, 郑心怡, 王秀, 方晓义. 金钱与时间感受启动对择偶标准的影响[J]. 心理与行为研究, 2021, 19(6): 838-844.
[4]	邓慧颖, 孔繁昌. 粗暴养育和青少年生命意义寻求的关系：一个有调节的中介模型[J]. 心理与行为研究, 2021, 19(5): 612-619.
[5]	郭庆童, 徐铭雪, 许春艳, 刘秀丽. 大学生宿舍人际关系困扰与手机成瘾的关系：序列中介模型及性别差异[J]. 心理与行为研究, 2021, 19(5): 650-656.
[6]	赵悦彤, 孙晓娟, 白倩, 张向葵. 空间活动问卷的修订及信效度检验[J]. 心理与行为研究, 2021, 19(3): 289-296.
[7]	魏淑华, 赵健, 董及美, 陈功香. 工作对家庭的增益与中小学教师的工作满意度：职业认同的中介作用及其性别差异[J]. 心理与行为研究, 2021, 19(1): 125-130,136.
[8]	蔡林, 贾绪计. 学业自我效能感与在线学习投入的关系：学习动机和心流体验的链式中介作用[J]. 心理与行为研究, 2020, 18(6): 805-811.
[9]	黄熙彤, 张敏强, 方俊燕, 李拓宇, 房燕, 甘露. 家长投入对子女学业成绩的影响：有调节的中介模型[J]. 心理与行为研究, 2020, 18(5): 666-672.
[10]	贾绪计, 李雅倩, 蔡林, 王庆瑾, 林琳. 自我妨碍与学习投入的关系：学业浮力的中介作用和父母支持的调节作用[J]. 心理与行为研究, 2020, 18(2): 227-233.
[11]	张振, 齐春辉, 付淑英, 王青春, 熊建萍. 社会距离和性别对公平关注的影响[J]. 心理与行为研究, 2020, 18(1): 100-106.
[12]	于永菊. 焦虑和抑郁对正负性注意偏向的影响：注意控制的中介作用[J]. 心理与行为研究, 2020, 18(1): 121-127.
[13]	桑青松, 李海澜, 刘思义, 舒首立, 刘正奎. 心理韧性集体咨询对校园受欺凌小学生状态焦虑的影响[J]. 心理与行为研究, 2019, 17(3): 333-339.
[14]	蒋舒阳, 刘儒德, 甄瑞, 洪伟, 金芳凯. 小学生能力观对数学学习投入的影响：学业控制感和期望的中介作用[J]. 心理与行为研究, 2018, 16(4): 490-496.
[15]	贾丽萍, 白学军, 王敬欣. 情绪对不同状态焦虑个体认知抑制的影响[J]. 心理与行为研究, 2017, 15(6): 721-726.