Department of Psychology.
Sch Psychol. 2019 Jul;34(4):350-362. doi: 10.1037/spq0000288.
This research examined the hypothesis that the association between parental involvement and adolescents' school adjustment is in part channeled through adolescents' development of positive teacher-student relationships. Three times over the course of 18 months, adolescents (N = 383; mean age at the first wave of the study = 12.31) completed surveys about their parents' involvement in their learning, the quality of their relationships with teachers, and aspects of their school adjustment, including their valuing of school, school engagement, and perceptions of competence. Parental involvement was associated with positive teacher-student relationships six months later, even when adolescents' prior relationships with their teachers were taken into account. Positive relationships between teachers and students were in turn associated with core dimensions of adolescents' subsequent school functioning, above and beyond their prior school functioning. Teacher-student relationships in part explained the longitudinal association between parental involvement and adolescents' school functioning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
本研究检验了这样一个假设，即父母参与度与青少年学校适应之间的关联在某种程度上是通过青少年发展积极的师生关系来实现的。在 18 个月的时间里，研究人员三次（N=383；第一次研究波的平均年龄为 12.31 岁）对青少年完成了关于其父母参与其学习、与教师关系质量以及学校适应方面的调查，包括对学校的重视、学校参与度和对能力的感知。即使考虑到青少年之前与教师的关系，父母的参与度也与六个月后的积极师生关系有关。教师与学生之间的积极关系反过来又与青少年后续学校功能的核心维度相关，超过了他们之前的学校功能。师生关系在一定程度上解释了父母参与度与青少年学校功能之间的纵向关联。（APA 版权所有，2019）。
