父母积极教养方式与初中生积极学业情绪的关系

陈萍; 朋文佳; 王文娟

doi:10.16835/j.cnki.1000-9817.2025203

父母积极教养方式与初中生积极学业情绪的关系

doi: 10.16835/j.cnki.1000-9817.2025203

1.
蚌埠市教育科学研究所, 安徽 233000
2.
蚌埠医科大学第一附属医院肿瘤内科
3.
蚌埠医科大学精神卫生学院

基金项目:

安徽省教育科学研究项目 JK23019

详细信息

作者简介:
陈萍(1978-), 女, 安徽蚌埠人, 硕士, 高级教师, 主要从事中小学心理健康教育教研工作

通讯作者:
朋文佳, E-mail: pwenjia@126.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: R179 G78 G444
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- 被引次数: 0
出版历程
- 收稿日期: 2025-04-28
- 修回日期: 2025-05-19
- 网络出版日期: 2025-08-02
- 刊出日期: 2025-07-25

Relationship between positive parenting styles and positive academic emotions among junior high school students

1.
Bengbu Educational Science Research Institute, Bengbu 233000, Anhui Province, China

摘要

摘要: 目的探讨父母积极教养方式与初中生积极学业情绪的关系及亲子沟通与同伴关系的链式中介效应，为家庭教育干预提供参考依据。方法 2025年3—4月，采用分层整群随机抽样法，选取安徽省某市4所初中1 063名学生进行问卷调查，使用简式父母教养方式量表、青少年亲子沟通量表、同伴关系量表、青少年学业情绪问卷等工具测量核心变量，组间比较采用t检验或方差分析，采用Pearson相关分析父母积极教养方式、同伴关系、亲子沟通与积极学业情绪之间的相关性，采用多重线性回归分析父母积极教养方式、同伴关系、亲子沟通对积极学业情绪的影响，通过中介效应模型及Bootstrap法检验链式中介效应。结果班干部、父母文化程度较高及完整家庭学生的积极学业情绪得分更高(t/F值分别为7.23，13.73，10.67，4.45，P值均 < 0.01)；父母积极教养方式、同伴关系、亲子沟通均与积极学业情绪呈正相关(r值分别为0.45，0.41，0.38)，且三者对积极学业情绪均具有正向预测作用(β值分别为0.24，0.23，0.12)(P值均 < 0.01)。进一步分析表明，父母积极教养方式可正向预测积极学业情绪(β=0.40)，也可通过亲子沟通(β=0.07)、同伴关系(β=0.05)及“亲子沟通→同伴关系”链式路径(β=0.04)间接影响积极学业情绪(P值均 < 0.05)，总间接效应占比40.55%。结论父母积极教养可能通过亲子沟通和同伴关系的链式中介路径提升初中生积极学业情绪，促进教育干预的生态化转归。
- 法定监护人 /
- 教育 /
- 精神卫生 /
- 情绪 /
- 回归分析 /
- 学生
Abstract: Objective To explore the relationship between positive parenting styles and academic emotions in junior high school students, as well as the chain mediation effects of parent-child communication and peer relationships, providing a theoretical basis for family education interventions. Methods Using stratified cluster random sampling, 1 063 students from four junior high schools in a city in Anhui Province were selected for questionnaire surveys, form March to April, 2025. Core variables were measured using the Short-form Parenting Style Scale, Adolescent Parent-Child Communication Scale, Peer Relationship Scale, and Adolescent Academic Emotion Questionnaire. Group comparison was conducted using t-test or analysis of variance, and Pearson correlation analysis was used to examine the correlation between positive parenting styles, peer relationships, parent-child communication and positive academic emotions. Multiple linear regression analysis was used to examine the effects of positive parenting styles, peer relationships and parent-child communication on positive academic emotions. A mediation effect model and Bootstrap method were employed to test the chain mediation effects. Results Students who were class leaders, had parents with higher education levels, or came from intact families scored significantly higher on positive academic emotions (t/F=7.23, 13.73, 10.67, 4.45, all P < 0.01). Positive parenting styles, peer relationships, and parent-child communication were all positively correlated with positive academic emotions (r=0.45, 0.41, 0.38), and all three positively predicted positive academic emotions (β=0.24, 0.23, 0.12) (all P < 0.01). Further analysis showed that positive parenting styles directly predicted positive academic emotions (β=0.40) and also indirectly influenced academic emotions through parent-child communication (β=0.07), peer relationships (β=0.05), and the chain mediation path of "parent-child communication → peer relationships" (β=0.04) (all P < 0.05), with the total indirect effect accounting for 40.55%. Conclusion Positive parenting styles enhance junior high school students' academic emotions through the chain mediation path of "parent-child communication → peer relationships", providing theoretical support for interventions within the educational ecosystem.
- Legal guardians /
- Education /
- Mental health /
- Emotions /
- Regression analysis /
- Students
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表 1 不同人口学特征初中生积极学业情绪得分比较(x ±s)

Table 1. Comparison of positive academic emotions scores among junior high school students with different demographic characteristics(x ±s)

人口学指标	分组	人数	得分	t/F值	P值
性别	男	556	103.14±20.32	1.65	0.10
	女	507	101.22±17.24
年级	初一	454	100.50±20.06	4.17	0.02
	初二	322	104.46±18.55
	初三	287	102.46±17.22
独生子女	是	276	102.05±19.29	0.18	0.86
	否	787	102.29±18.81
班干部	是	628	105.64±17.77	7.23	< 0.01
	否	435	97.30±19.47
父亲文化程度	初中及以下	363	98.77±18.96	13.73	< 0.01
	高中与中专	336	101.87±17.60
	大学及以上	364	106.01±19.42
母亲文化程度	初中及以下	407	99.96±18.54	10.67	< 0.01
	高中与中专	318	101.06±19.26
	大学及以上	338	106.06±18.54
家庭情况	完整家庭	928	103.02±19.05	4.45	< 0.01
	单亲家庭	135	95.51±16.60

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表 2 父母积极教养方式、同伴关系、亲子沟通与初中生积极学业情绪的关联性(n=1 063)

Table 2. Associations between parental positive parenting styles, peer relationships, parent-child communication and positive academic emotions among junior high school students(n=1 063)

变量	B值	标准误	β值	t值	P值	VIF
父母积极教养方式	0.52	0.08	0.24	6.81	< 0.01	1.86
同伴关系	0.48	0.06	0.23	7.88	< 0.01	1.28
亲子沟通	0.08	0.03	0.12	3.30	< 0.01	1.81

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表 3 父母积极教养方式与初中生积极学业情绪之间关联的效应分解(n=1 063)

Table 3. Effect decomposition of the association between parental positive parenting styles and positive academic emotions among junior high school students(n=1 063)

效应	路径	B值(95%CI)	β值	占总效应比例/%
总效应		0.85(0.73~0.97)	0.40	100.00
直接效应		0.51(0.36~0.66)	0.24	59.45
总间接效应		0.35(0.24~0.46)	0.16	40.55
间接效应1	父母积极教养方式→亲子沟通→积极学业情绪	0.16(0.06~0.26)	0.07	18.13
间接效应2	父母积极教养方式→同伴关系→积极学业情绪	0.11(0.07~0.16)	0.05	13.10
间接效应3	父母积极教养方式→亲子沟通→同伴关系→积极学业情绪	0.08(0.05~0.12)	0.04	9.32
注：模型调整性别、年级、独生子女、班干部、父亲文化程度、母亲文化程度和家庭情况；P值均 < 0.01。

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