【摘要】：本研究通過調查2038名中小學生,考察不同方面的家長投入(學業(yè)社會化、基于家庭的投入、基于學校的投入)與子女成就目標的關系,以及教養(yǎng)風格(自主支持/控制)在其中的調節(jié)作用。結果表明,學業(yè)社會化正向預測三種成就目標,基于家庭的投入正向預測成績回避目標,基于學校的投入正向預測掌握目標;自主支持的教養(yǎng)風格增強了家長投入與掌握目標的關系,控制的教養(yǎng)風格增強了家長投入與成績目標的關系;結果存在一定的年齡差異。
[Abstract]:In this study, 2038 primary and middle school students were investigated to investigate the relationship between parental input (academic socialization, family based investment, school input) and their children's achievement goals. And the regulatory role of upbringing style (autonomous support / control) in it. The results show that academic socialization positively predicts three kinds of achievement goals, which is based on family input, positive predictive achievement avoidance goal, and school input positive predictive mastery goal. The relationship between parental input and mastering goal was enhanced by self-supporting upbringing style, and the relationship between parental input and achievement goal was enhanced by controlled upbringing style.
【作者單位】： 北京師范大學心理學院;
【基金】：教育部人文社會科學重點研究基地基金項目(15JJD190002)的資助
【分類號】：G78

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本文編號：2335038