父母自主支持、心理控制与青少年学习投入的关系：亲子亲合的作用

doi:10.12139/j.1672-0628.2024.06.007

摘要/Abstract

摘要：

采用追踪研究对“双减”后1507名初中生进行考察，探索父母自主支持和心理控制与学习投入的关系及其潜在机制。结果发现：(1)父母自主支持能够正向预测初中生学习投入。(2)初中阶段，父子亲合能够负向预测母子亲合。(3)母子亲合和父子亲合在父母自主支持和心理控制之间起中介作用：一是母子亲合的单独中介作用；二是父子亲合的单独中介作用；三是父子亲合和母子亲合的链式中介作用。研究结果拓展了相关理论，对青少年家庭教育具有启示意义。

关键词: 自主支持, 心理控制, 学习投入, 亲子亲合

Abstract:

This study employed a longitudinal study design to survey 1507 middle school students after the implementation of the “double reduction” policy, aiming to investigate the relationship between parental autonomy support and psychological control with academic engagement, as well as its potential mechanisms. The results showed that: 1) Parental autonomy support was significantly positively predicted with middle school students’ academic engagement. 2) During the middle school stage, father-child cohesion negatively predicted mother-child cohesion. 3) Mother-child cohesion and father-child cohesion mediated the relationship between parental autonomy support and psychological control: the mediating effect of mother-child cohesion alone; the mediating effect of father-child cohesion alone; the chain mediating effect of father-child cohesion and mother-child cohesion. The findings of this study expand the relevant theories and have implications for adolescent family education.

Key words: autonomy support, psychological control, academic engagement, parent-child cohesion

谢瑞波, 姚鸿清, 丁菀, 陈妍伶, 李伟健. 父母自主支持、心理控制与青少年学习投入的关系：亲子亲合的作用[J]. 心理与行为研究, 2024, 22(6): 769-776.

Ruibo XIE, Hongqing YAO, Wan DING, Yanling CHEN, Weijian LI. The Impact of Parental Autonomy Support and Psychological Control on Adolescents’ Academic Engagement: The Role of Parent-Child Cohesion[J]. Studies of Psychology and Behavior, 2024, 22(6): 769-776.

图/表 4

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	M±SD	1	2	3	4	5	6	7	8	9	10	11
1. T1 自主选择	3.73±0.77
2. T1 交换意见	3.70±0.82	0.91^***
3. T1 父母心理控制	2.49±0.97	−0.31^***	−0.31^***
4. T1 母子亲合	3.81±0.72	0.44^***	0.47^***	−0.20^***
5. T1 父子亲合	3.65±0.77	0.42^***	0.44^***	−0.18^***	0.77^***
6. T2 母子亲合	3.51±0.59	0.31^***	0.34^***	−0.26^***	0.32^***	0.22^***
7. T2 父子亲合	3.42±0.64	0.32^***	0.34^***	−0.24^***	0.25^***	0.29^***	0.72^***
8. T2 行为投入	3.56±0.75	0.25^***	0.28^***	−0.19^***	0.23^***	0.22^***	0.48^***	0.50^***
9. T2 情感投入	3.62±0.78	0.30^***	0.32^***	−0.19^***	0.26^***	0.23^***	0.52^***	0.52^***	0.92^***
10. T2 认知投入	3.60±0.79	0.30^***	0.32^***	−0.18^***	0.25^***	0.50^***	0.51^***	0.86^***	0.91^***
11. 年级		0.00	−0.01	0.08^**	−0.11^***	−0.08^**	−0.06^*	−0.02	0.01	0.01	0.01
12. 性别		−0.07^*	−0.07^*	−0.08^*	0.00	−0.04	0.06^*	−0.03	0.01	−0.01	−0.03	0.02

	M±SD	1	2	3	4	5	6	7	8	9	10	11
1. T1 自主选择	3.73±0.77
2. T1 交换意见	3.70±0.82	0.91^***
3. T1 父母心理控制	2.49±0.97	−0.31^***	−0.31^***
4. T1 母子亲合	3.81±0.72	0.44^***	0.47^***	−0.20^***
5. T1 父子亲合	3.65±0.77	0.42^***	0.44^***	−0.18^***	0.77^***
6. T2 母子亲合	3.51±0.59	0.31^***	0.34^***	−0.26^***	0.32^***	0.22^***
7. T2 父子亲合	3.42±0.64	0.32^***	0.34^***	−0.24^***	0.25^***	0.29^***	0.72^***
8. T2 行为投入	3.56±0.75	0.25^***	0.28^***	−0.19^***	0.23^***	0.22^***	0.48^***	0.50^***
9. T2 情感投入	3.62±0.78	0.30^***	0.32^***	−0.19^***	0.26^***	0.23^***	0.52^***	0.52^***	0.92^***
10. T2 认知投入	3.60±0.79	0.30^***	0.32^***	−0.18^***	0.25^***	0.50^***	0.51^***	0.86^***	0.91^***
11. 年级		0.00	−0.01	0.08^**	−0.11^***	−0.08^**	−0.06^*	−0.02	0.01	0.01	0.01
12. 性别		−0.07^*	−0.07^*	−0.08^*	0.00	−0.04	0.06^*	−0.03	0.01	−0.01	−0.03	0.02

路径	效应值	95%CI
路径	效应值	下限	上限
T1自主支持→T2母子亲合→T2学习投入	0.06^***	0.035	0.079
T1自主支持→T2父子亲合→T2学习投入	0.07^***	0.042	0.088
T1自主支持→T1父子亲合→T2母子亲合→T2学习投入	−0.01^*	−0.022	−0.003
T1心理控制→T2母子亲合→T2学习投入	−0.04^***	−0.061	−0.025
T1心理控制→T2父子亲合→T2学习投入	0.04^***	−0.058	−0.021

路径	效应值	95%CI
路径	效应值	下限	上限
T1自主支持→T2母子亲合→T2学习投入	0.06^***	0.035	0.079
T1自主支持→T2父子亲合→T2学习投入	0.07^***	0.042	0.088
T1自主支持→T1父子亲合→T2母子亲合→T2学习投入	−0.01^*	−0.022	−0.003
T1心理控制→T2母子亲合→T2学习投入	−0.04^***	−0.061	−0.025
T1心理控制→T2父子亲合→T2学习投入	0.04^***	−0.058	−0.021

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