Relationships Between Maternal Educational Attainment and Adolescents’ Academic Self-Esteem: The Mediating Role of Parenting Style and the Moderation Role of Gender

Abstract

Abstract: This study aimed to explore the mediating role of maternal parenting style in the relationship between maternal educational attainment and adolescents’ academic self-esteem, and to examine how this relationship varied as a function of adolescent’s gender. The participants were 715 middle school students. Participants were asked to complete a survey which assessed their mothers’ educational attainment, parenting style and their own academic self-esteem. The results indicated that maternal educational attainment significantly predicted adolescents’ academic self-esteem. In addition, mothers’ parenting style (i.e., maternal warmth, punishment and rejection) partially mediated the relationship between maternal educational attainment and adolescents’ academic self-esteem. Gender moderated the mediating path through mothers’ parenting style. Specifically, the relationship between mothers’ parenting style and adolescents’ academic self-esteem were stronger for girls than for boys. These results highlight the importance of encouraging positive parenting and reducing negative parenting in facilitating the development of positive academic self-evaluation in adolescents.

Key words: maternal educational attainment, parenting style, adolescent, academic self-esteem, gender

摘要： 本研究探索了母亲教养方式在母亲受教育水平与青少年学业自尊关系间的中介作用，以及性别对上述中介效应的调节作用。以715名初中生为被试，采用母亲教养方式量表、儿童自尊量表进行测量。结果发现，母亲受教育水平能够正向预测青少年的学业自尊；母亲温暖、拒绝、惩罚的教养方式在母亲受教育水平和青少年的学业自尊之间起部分中介作用；并且上述中介作用受性别的调节。相比男生，母亲温暖的教养方式更显著正向预测女生的学业自尊；母亲拒绝和惩罚的教养方式更显著负向预测女生的学业自尊。提升母亲受教育水平，对于促进母亲的积极教养和降低母亲的消极教养，进而促进青少年形成积极的学业自我评价有重要的意义。

关键词: 母亲受教育水平, 教养方式, 青少年, 学业自尊, 性别

CLC Number:

B844.2

LIU Xiaoshi. Relationships Between Maternal Educational Attainment and Adolescents’ Academic Self-Esteem: The Mediating Role of Parenting Style and the Moderation Role of Gender[J]. Studies of Psychology and Behavior, 2021, 19(1): 59-65.

刘啸莳. 母亲受教育水平和青少年学业自尊的关系：母亲教养方式的中介作用和性别的调节作用[J]. 心理与行为研究, 2021, 19(1): 59-65.

References

毕馨文, 魏星, 王美萍, 陈亮, 张文新. (2018). 父母受教育水平与青少年学业适应的关系: 父母教养与亲子沟通的中介作用. 心理科学, 41(2), 330–336
曹薇. (2012). 高中生父母教养方式的调查研究. 贵州师范大学学报(自然科学版), 30(4), 49–52
柴唤友, 孙晓军, 牛更枫, 崔曦曦, 连帅磊. (2016). 亲子关系、友谊质量对主观幸福感的影响: 间接效应模型及性别差异. 中国临床心理学杂志, 24(3), 531–534
丁雪辰, 刘俊升, 李丹, 桑标. (2014). Harter儿童自我知觉量表的信效度检验. 中国临床心理学杂志, 22(2), 251–255
郝娟. (2018). 受教育水平的城乡性别差异及其趋势的比较研究. 教育科学, 34(1), 20–25, doi: 10.3969/j.issn.1002-8064.2018.01.004
寇彧, 王磊. (2003). 儿童亲社会行为及其干预研究述评. 心理发展与教育, 19(4), 86–91, doi: 10.3969/j.issn.1001-4918.2003.04.017
林策. (2019). 保障我国女性受教育权的当代意义. 理论观察, 3, 95–99, doi: 10.3969/j.issn.1009-2234.2019.12.027
林青. (2009). 婴儿的父母和祖辈的教养方式研究. 首都师范大学学报(社会科学版), (S4), 44–51
刘春雷, 霍珍珍, 梁鑫. (2018). 父母教育卷入对小学生学习投入的影响: 感知母亲教育卷入和学业自我效能感的链式中介作用. 心理研究, 11(5), 472–478, doi: 10.3969/j.issn.2095-1159.2018.05.011
刘琴, 周世杰, 杨红君, 楚艳民, 刘利. (2009). 大学生的父母教养方式特点分析. 中国临床心理学杂志, 17(6), 736–738
芦咏莉, 董奇, 邹泓. (1998). 社会榜样、社会关系质量与青少年社会观念和社会行为关系的研究. 心理发展与教育, 14(1), 1–6
鲁婧颉, 臧旭恒. (2011). 女性受教育程度对儿童健康的作用机制研究. 山东社会科学, (5), 80–84
潘斌, 张良, 张文新, 纪林芹. (2016). 青少年学业成绩不良、学业压力与意志控制的关系: 一项交叉滞后研究. 心理发展与教育, 32(6), 717–724
孙凤华, 高凌飚. (2007). 少年儿童自尊发展特点与自身因素的关系. 教育科学研究, (8), 29–32
王娟, 鲍玲, 杨洋. (2017). 母亲的受教育水平与儿童叙事能力的关系: 语言支架的中介作用. 中国临床心理学杂志, 25(2), 255–258, 288
魏运华. (1997). 自尊的结构模型及儿童自尊量表的编制. 心理发展与教育, 13(3), 29–36
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.
徐凤娇, 袁群, 邓瑞姣. (2010). 长沙市儿童自尊状况及相关因素研究. 中国临床心理学杂志, 18(3), 374–376
杨小梅. (2019). 当代家庭教育中母亲主体性地位的建构研究—基于三位年轻母亲视角的访谈研究(硕士学位论文). 宁夏大学, 银川.
岳冬梅, 李鸣杲, 金魁和, 丁宝坤. (1993). 父母教养方式: EMBU的初步修订及其在神经症患者的应用. 中国心理卫生杂志, 7(3), 97–101, 143
张朝, 于宗富. (2002). 父母受教育水平对婴儿早期智能发育的影响. 中国临床心理学杂志, 10(1), 31–32, 35, doi: 10.3969/j.issn.1005-3611.2002.01.011
周丽芳. (2014). 随迁子女和城区居民子女自尊与父母教养方式、应对方式的关系(硕士学位论文). 上海师范大学.
庄平. (1996). 论女性教育的社会回报. 社会学研究, (2), 40–47
邹盛奇, 伍新春, 黄彬彬, 刘畅. (2019). 母亲守门行为与母亲教养投入、母子依恋的关系及发展性差异. 心理学报, 51(7), 816–828
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
Augustine, J. M. (2017). Increased educational attainment among U. S. mothers and their children’s academic expectations. Research in Social Stratification and Mobility, 52, 15–25.
Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88, 354–364.
Conger, R. D., & Donnellan, M. B. (2007). An interactionist perspective on the socioeconomic context of human development. Annual Review of Psychology, 58, 175–199.
Davies, P. T., & Lindsay, L. L. (2004). Interparental conflict and adolescent adjustment: Why does gender moderate early adolescent vulnerability? Journal of Family Psychology, 18(1), 160–170.
Diener, M. L., Isabella, R. A., Behunin, M. G., & Wong, M. S. (2008). Attachment to mothers and fathers during middle childhood: Associations with child gender, grade, and competence. Social Development, 17(1), 84–101.
Dotterer, A. M., McHale, S. M., & Crouter, A. C. (2009). The development and correlates of academic interests from childhood through adolescence. Journal of Educational Psychology, 101(2), 509–519.
Fu, R., Lee, J., Chen, X. Y., & Wang, L. (2020). Academic self-perceptions and academic achievement in Chinese children: A multiwave longitudinal study. Child Development, 91(5), 1718–1732.
Harding, J. F., Morris, P. A., & Hughes, D. (2015). The relationship between maternal education and children’s academic outcomes: A theoretical framework. Journal of Marriage and Family, 77(1), 60–76.
Harvey, B., Matte-Gagné, C., Stack, D. M., Serbin, L. A., Ledingham, J. E., & Schwartzman, A. E. (2016). Risk and protective factors for autonomy-supportive and controlling parenting in high-risk families. Journal of Applied Developmental Psychology, 43, 18–28.
Liu, J., Bullock, A., & Coplan, R. J. (2014). Predictive relations between peer victimization and academic achievement in Chinese children. School Psychology Quarterly, 29(1), 89–98.
Magnuson, K. (2007). Maternal education and children’s academic achievement during middle childhood. Developmental Psychology, 43(6), 1497–1512.
Milfont, T. L., & Sibley, C. G. (2016). Empathic and social dominance orientations help explain gender differences in environmentalism: A one-year Bayesian mediation analysis. Personality and Individual Differences, 90, 85–88.
Phillipson, S., & Phillipson, S. N. (2007). Academic expectations, belief of ability, and involvement by parents as predictors of child achievement: A cross-cultural comparison. Educational Psychology, 27(3), 329–348.
Pullmann, H., & Allik, J. (2008). Relations of academic and general self-esteem to school achievement. Personality and Individual Differences, 45(6), 559–564.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American Sociological Review, 60(1), 141–156.
Tan, T. X., Zhou, Y., & Li, G. (2020). Maternal education and Chinese first graders’ performance in language and literacy and math: Role of home environment. Early Childhood Education Journal, 48(2), 243–252.
Torvik, F. A., Eilertsen, E. M., McAdams, T. A., Gustavson, K., Zachrisson, H. D., Brandlistuen, R., .. Ystrom, E. (2020). Mechanisms linking parental educational attainment with child ADHD, depression, and academic problems: A study of extended families in the Norwegian mother, father and child cohort study. The Journal of Child Psychology and Psychiatry, 61(9), 1009–1018.
von Soest, T., Wichstrøm, L., & Kvalem, I. L. (2016). The development of global and domain-specific self-esteem from age 13 to 31. Journal of Personality and Social Psychology, 110(4), 592–608.
Xing, X., Wang, M., Zhang, Q., He, X., & Zhang, W. (2011). Gender differences in the reciprocal relationships between parental physical aggression and children’s externalizing problem behavior in China. Journal of Family Psychology, 25(5), 699–708.
Zheng, L. R., Atherton, O. E., Trzesniewski, K., & Robins, R. W. (2020). Are self-esteem and academic achievement reciprocally related? Findings from a longitudinal study of Mexican-origin youth. Journal of Personality, 88(6), 1058–1074.

[1]	SHI Xinxin, WU Yifei, FENG Ying. Parental Differential Treatment and Adolescents’ Problem Behavior: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2022, 20(5): 644-650.
[2]	LUO Rui, ZHAO Yunyan, HE Ran, WANG Yun, CHEN Fumei. The Characteristics of Parental Favoritism in Two-Child Families and Its Relationship with Adolescent Depression [J]. Studies of Psychology and Behavior, 2022, 20(5): 657-664.
[3]	WANG Gang, LIU Saifeng, LI Qichen, WEN Dai, WU Yunyi, JIANG Boxi, LI Fang. The Effect of the Parental Neglect on Short-Form Video Overuse: The Mediating Roles of Mindfulness and Self-Control [J]. Studies of Psychology and Behavior, 2022, 20(4): 487-493.
[4]	LI Xiaoming, LIU Xiaodan, DAI Ting. The Relationship Between Trait Anxiety and Adolescent Risk-Taking Behavior: The Influencing Mechanism Based on the Dual-Systems Model [J]. Studies of Psychology and Behavior, 2022, 20(4): 529-535.
[5]	LI Yongzhan. The Moderating Effect of Emotional Intelligence in the Relationship Between Body-Esteem and Eating Disorder Tendency [J]. Studies of Psychology and Behavior, 2022, 20(4): 570-576.
[6]	SUN Hongrui, LIU Mingxin, ZHANG Xingli, ZHOU Chenhao, DIAO Yaxin, BAO Naili. The Characteristics of Adolescents’ Perceived Parental Autonomy Support and Association with Social Adjustment: The Mediating Role of Self-Esteem [J]. Studies of Psychology and Behavior, 2022, 20(3): 375-381.
[7]	ZHANG Yilin, ZHOU Ziyan, LIU Yujia, XIN Sufei. The Impact of Boredom Proneness on Adolescents’ Internet Addiction: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2022, 20(3): 419-425.
[8]	YIN Jing, LI Chuanying, MA Shichao, XU Yujiao, LI Yongsheng. The Relationship Between Personality and Mobile Phone Dependence in College Students: Stress Perception as a Mediator and Gender as a Moderator [J]. Studies of Psychology and Behavior, 2022, 20(3): 426-432.
[9]	DENG Linyuan, YANG Mengxi, YANG Yumeng, ZHOU Nan, LI Beilei. The Relationship Between Parental Autonomy Support, Parental Psychological Control and Adolescent Internet Addiction: A Cross-lagged Study [J]. Studies of Psychology and Behavior, 2022, 20(2): 190-196.
[10]	ZHANG Shuo, CAI Xuebin, DENG Xuyang, ZHAO Xin. The Relationship Between Family Functioning and Psychological Resilience of Adolescents: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2022, 20(2): 204-211.
[11]	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.
[12]	LI Qiming, WANG Jiting. The Relationship Between Family Atmosphere Children’s Life Satisfaction and Intergenerational Transmission of Mental Health: The Difference of Parent-Child Gender and Children Age [J]. Studies of Psychology and Behavior, 2022, 20(2): 282-288.
[13]	DENG Huiying, KONG Fanchang. The Relationship Between Harsh Parenting and Adolescents’ Search for Meaning in Life: A Moderated Mediation Model [J]. Studies of Psychology and Behavior, 2021, 19(5): 612-619.
[14]	GUO Qingtong, XU Mingxue, XU Chunyan, LIU Xiuli. The Relationship Between University Students’ Dormitory Relationship Disturbance and Mobile Phone Addiction: A Sequential Mediation Model and Gender Differences [J]. Studies of Psychology and Behavior, 2021, 19(5): 650-656.
[15]	ZHU Yingying, MA Xiaoqing, TANG Zhuoyi, YANG Minqi. Impact of Chronotype on Symptoms of Depression in College Students: A Moderate Mediation Model [J]. Studies of Psychology and Behavior, 2021, 19(5): 657-664,694.