Harsh Parenting and Learning Engagement Among Middle School Students: The Role of State Anxiety and Gender

  • YUE Pengfei ,
  • HU Wenli ,
  • ZHANG Jiaxin ,
  • SHI Mengmeng
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  • 1. School of Education Science, Xinyang Normal University, Xinyang 464000;
    2. College of Psychology, Liaoning Normal University, Dalian 116029

Received date: 2021-07-29

  Online published: 2022-03-20

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.

Cite this article

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 . DOI: 10.12139/j.1672-0628.2022.02.012

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