家长参与与学生学业成绩：多重中介分析
Parent involvement and student academic performance: a multiple mediational analysis.
作者信息
Topor David R, Keane Susan P, Shelton Terri L, Calkins Susan D
机构信息
Department of Psychology, University of North Carolina at Greensboro, Greensboro, North Carolina 27402-6170, USA.
出版信息
J Prev Interv Community. 2010;38(3):183-97. doi: 10.1080/10852352.2010.486297.
Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.
研究一直发现，家长参与孩子的教育与孩子的学业成绩呈正相关。然而，对于解释这种关联的机制却鲜有研究。本研究考察了这种关联的两种潜在机制：孩子对认知能力的感知以及师生关系的质量。本研究以158名7岁参与者、他们的母亲和老师为样本。结果表明，除了孩子智力的影响外，家长参与和孩子的学业成绩之间存在统计学上的显著关联。多重中介模型表明，孩子对认知能力的感知完全中介了家长参与和孩子在标准化成就测试中的表现之间的关系。师生关系的质量完全中介了家长参与和老师对孩子课堂学业表现的评分之间的关系。本文还讨论了研究的局限性、未来的研究方向以及对公共政策倡议的启示。
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