School of Psychology, University of Ottawa, 136 Jean-Jacques Lussier, Ottawa, ON, K1N 6N5, Canada.
Département des fondements et pratiques en éducation, Université Laval, 2320 rue des Bibliothèques, Québec, QC, G1V 0A6, Canada.
J Youth Adolesc. 2020 Aug;49(8):1567-1582. doi: 10.1007/s10964-020-01209-x. Epub 2020 Feb 21.
Given the negative relations between parental psychological control and various aspects of emerging adults' social and emotional adaptation, there is a need to determine whether similar relations exist for emerging adults' academic adjustment. The current study tested an integrative model using an interactionist approach of dyadic gender composition to test whether maternal and paternal psychological control are unique and interactive predictors of four different indicators of academic adjustment (i.e., academic achievement, satisfaction of academic achievement, academic goal progress, and school satisfaction) for male and female emerging adults, using fear of failure as a mediator. The sample comprised 1792 undergraduate students aged 17-25 years old (74.2% identified as females). The results showed that maternal and paternal psychological control interacted to predict students' fear of failure, and that fear of failure negatively predicted all indicators of academic adjustment. The results revealed small indirect mediation effects. For females, fear of failure mediated the relation between the interaction of psychological control and satisfaction of academic achievement. For males, fear of failure mediated the relation between the interaction of psychological control and academic goal progress. The results show that parents continue to play an important role in their children's lives during emerging adulthood, and provide insight on the mechanisms underlying such parental influence.
鉴于父母心理控制与青少年社交和情感适应的各个方面呈负相关，因此有必要确定父母心理控制是否与青少年的学业调整也存在类似的关系。本研究采用互动的双性别组成方法，测试了一个综合模型，以检验母亲和父亲的心理控制是否对男性和女性青少年的学业调整的四个不同指标（即学业成绩、对学业成绩的满意度、学术目标进展和学校满意度）具有独特的、相互作用的预测作用，并用失败恐惧作为中介变量。样本包括 1792 名年龄在 17-25 岁的本科生（74.2%为女性）。结果表明，母亲和父亲的心理控制相互作用，共同预测了学生的失败恐惧，而失败恐惧又对所有学业调整指标产生负面影响。研究结果显示出较小的间接中介效应。对于女性，失败恐惧中介了心理控制交互作用与对学业成绩的满意度之间的关系。对于男性，失败恐惧中介了心理控制交互作用与学术目标进展之间的关系。研究结果表明，父母在青少年时期仍然在孩子的生活中发挥着重要作用，为这种父母影响的机制提供了深入的了解。
