Shandong Normal University, Jinan, China.
J Res Adolesc. 2020 Sep;30(3):721-734. doi: 10.1111/jora.12555. Epub 2020 Feb 28.
This study examined possible changes in the functions of parenting practices across different historical time points in terms of the effects of parenting practices on adolescents' academic adjustment and their indirect effects via family obligation values. This study used a time-lagged design that recruited Chinese high school students in 2010 (N = 1,040) and 2018 (N = 1,302). Structured equation modeling revealed the total effects of acceptance/involvement and strictness/supervision on academic adjustment and their indirect effects through family obligation values were positive and statistically equivalent across cohorts. However, the indirect effect of psychological autonomy granting on academic adjustment through family obligation values was negative in 2010 (in rural) but was not statistically significant in 2018 (urban and rural). These findings indicate that along with the sociodemographic change toward Gesellschaft (e.g., more urbanized, wealthier, higher level of education), psychological autonomy granting tends to exert less negative influence on adolescents' adjustment in the later cohort.
本研究考察了在不同历史时间点上，父母教养实践功能可能发生的变化，具体表现在父母教养实践对青少年学业适应的影响，以及通过家庭义务价值观的间接影响。本研究采用时间滞后设计，在 2010 年（N=1040）和 2018 年（N=1302）招募了中国高中生。结构方程模型显示，接受/参与和严格/监督对学业适应的总效应及其通过家庭义务价值观的间接效应在两个队列中均为正且具有统计学等效性。然而，2010 年（农村）心理自主赋予通过家庭义务价值观对学业适应的间接效应为负，但在 2018 年（城市和农村）不具有统计学意义。这些发现表明，随着向 Gesellschaft（例如，更加城市化、更加富裕、更高教育水平）的社会人口统计学变化，心理自主赋予对后来队列中青少年的适应往往会产生较小的负面影响。
