Wang Cixin, Do Kieu Anh, Bao Leiping, Xia Yan R, Wu Chaorong
Counseling, Higher Education, and Special Education, University of Maryland, College Park, College Park, MD, United States.
Asian American Studies, University of Maryland, College Park, College Park, MD, United States.
Front Psychol. 2017 Dec 13;8:2161. doi: 10.3389/fpsyg.2017.02161. eCollection 2017.
School adjustment and achievement are important indicators of adolescents' well-being; however, few studies have examined the risk and protective factors predicting students' school adjustment and achievement at the individual, familial, and cultural level. The present study examined the influences of individual and familial factors and cultural values on Chinese adolescents' school functioning (e.g., school adjustment and grades). It also tested whether cultural values moderated the relationship between parenting and adolescents' school functioning. Self-report data were collected from a stratified random sample of 2,864 adolescents (51.5% female, mean age = 15.52 years, grade 6th - 12th) from 55 classrooms, in 13 schools in Shanghai, China. Results showed that self-esteem ( = 0.05, = 0.01, < 0.001; = 0.08, = 0.02, < 0.001), parent-adolescent conflict ( = -0.03, = 0.00, < 0.001; = -0.04, = 0.01, < 0.001), and conformity to parental expectations ( = -0.03, = 0.02, < 0.05; = 0.10, = 0.04, < 0.05) all had significant effects on both school adjustment and grades, respectively. More importantly, results showed that independent self-construal moderated the relationship between parental autonomy granting and adolescents' grades ( = 0.06, = 0.02, < 0.01). The findings suggest that cultural values may influence adolescents' appraisal of parental autonomy granting, which then impacts their school functioning.
学校适应和学业成绩是青少年幸福感的重要指标；然而，很少有研究在个体、家庭和文化层面考察预测学生学校适应和学业成绩的风险因素和保护因素。本研究考察了个体和家庭因素以及文化价值观对中国青少年学校表现（如学校适应和成绩）的影响。研究还检验了文化价值观是否调节了养育方式与青少年学校表现之间的关系。研究采用分层随机抽样方法，从中国上海13所学校的55个班级中选取了2864名青少年（51.5%为女生，平均年龄 = 15.52岁，6至12年级），收集了他们的自我报告数据。结果显示，自尊（β = 0.05，SE = 0.01，p < 0.001；β = 0.08，SE = 0.02，p < 0.001）、亲子冲突（β = -0.03，SE = 0.00，p < 0.001；β = -0.04，SE = 0.01，p < 0.001）以及对父母期望的顺从（β = -0.03，SE = 0.02，p < 0.05；β = 0.10，SE = 0.04，p < 0.05）分别对学校适应和成绩都有显著影响。更重要的是，结果表明，独立的自我建构调节了父母给予自主权与青少年成绩之间的关系（β = 0.06，SE = 0.02，p < 0.01）。研究结果表明，文化价值观可能会影响青少年对父母给予自主权的评价，进而影响他们的学校表现。
