Department of Psychology, University of Illinois, at Urbana-Champaign, Champaign, IL 61820, USA.
Child Dev. 2013 Mar-Apr;84(2):693-710. doi: 10.1111/j.1467-8624.2012.01853.x. Epub 2012 Sep 24.
The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent-child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined.
本研究调查了 825 名美国和中国青少年（平均年龄=12.73 岁）向父母透露信息对其学业适应的影响。在 7 年级和 8 年级期间，青少年四次报告了他们向父母自发透露日常活动的情况、他们与父母的关系质量以及父母的自主性支持和控制情况。还获得了有关青少年学业适应的多个维度的信息（例如，学习策略、自主与受控动机以及成绩）。美国和中国青少年的自我表露均能预测其学业适应随时间的增强。但是，当美国青少年在负面背景下（例如，亲子关系不佳或父母控制）进行自我表露时，他们的自主（而非受控）动机就会受到损害。
