Lau S, Leung K
Centre for Child Development, Hong Kong Baptist College.
Br J Educ Psychol. 1992 Jun;62 ( Pt 2):193-202. doi: 10.1111/j.2044-8279.1992.tb01013.x.
Current research and theory have suggested that the relational domains of family and school experiences are important to children's development. The present study thus examined how relations with parents and school were related to Chinese students' psychosocial and cognitive development in self-concept, delinquency, and academic performance. A total of 1668 secondary school students were studied, and results showed that better relation with parents was associated with higher general, academic, appearance, social, and physical ability self-concepts. Better relation with school was associated with higher academic performance, as shown in higher class rank, higher grand total exam scores, and higher scores in Chinese, English, mathematics, physical education, and music. Both poorer relations with parents and school were found to associate with more self-reported delinquency as well as more school records of misconduct.
当前的研究和理论表明，家庭和学校经历的关系领域对儿童的发展很重要。因此，本研究考察了与父母和学校的关系如何与中国学生在自我概念、犯罪行为和学业成绩方面的心理社会和认知发展相关。共对1668名中学生进行了研究，结果表明，与父母关系较好与更高的总体、学业、外表、社交和身体能力自我概念相关。与学校关系较好与更高的学业成绩相关，如更高的班级排名、更高的总成绩考试分数以及在语文、英语、数学、体育和音乐方面的更高分数。研究发现，与父母和学校关系较差都与更多的自我报告犯罪行为以及更多的学校不当行为记录相关。
