Guo Xiaolin, Li Junjie, Niu Yingnan, Luo Liang
Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Beijing, China.
Front Psychol. 2022 Mar 17;13:747296. doi: 10.3389/fpsyg.2022.747296. eCollection 2022.
A successful student has been defined as one who not only performs well in academics but is also happy. Hence, how to promote adolescents' academic success and wellbeing is an important issue with which researchers have been concerned. A few studies have explored the relationship of filial piety to the academic achievement or life satisfaction of Chinese adolescents. However, in view of the close relationship between the two outcomes, the unique effects of filial piety on academic achievement and subjective wellbeing and their underlying mechanisms need to be further clarified. Based on a sample of 677 students in Grade 6 (M = 12.24, SD = 0.36) and their parents in Beijing, China, this study examines how adolescents' reciprocal filial piety (RFP) and authoritarian filial piety (AFP) are related to their academic achievement and subjective wellbeing. It also examines the mediating role of adolescents' educational expectations in these relationships, and the moderating role of parents' educational expectations in the relationships of adolescents' filial piety to educational expectations and of adolescents' educational expectations to academic achievement and subjective wellbeing. The results indicate that, when the two outcome factors are considered simultaneously, RFP is positively related to academic achievement and subjective wellbeing. In contrast, AFP is negatively related to academic achievement but not significantly related to subjective wellbeing. Moreover, adolescents' educational expectations play a mediating role in the relationships of both RFP and AFP to academic achievement and subjective wellbeing. In addition, the positive effect of adolescents' educational expectations on subjective wellbeing is stronger when mothers' educational expectations are higher, supporting the moderating role of parents' educational expectations. Our findings provide new insights into and implications for the moderated mediation mechanism underlying the links between filial piety and early adolescent development.
一个成功的学生被定义为不仅在学业上表现出色而且快乐的人。因此，如何促进青少年的学业成功和幸福是研究人员一直关注的重要问题。一些研究探讨了孝道与中国青少年学业成绩或生活满意度之间的关系。然而，鉴于这两个结果之间的密切关系，孝道对学业成绩和主观幸福感的独特影响及其潜在机制需要进一步阐明。基于对中国北京677名六年级学生（M = 12.24，SD = 0.36）及其父母的抽样调查，本研究考察了青少年的互惠孝道（RFP）和权威孝道（AFP）如何与他们的学业成绩和主观幸福感相关。它还考察了青少年教育期望在这些关系中的中介作用，以及父母教育期望在青少年孝道与教育期望关系以及青少年教育期望与学业成绩和主观幸福感关系中的调节作用。结果表明，当同时考虑这两个结果因素时，互惠孝道与学业成绩和主观幸福感呈正相关。相比之下，权威孝道与学业成绩呈负相关，但与主观幸福感无显著相关。此外，青少年的教育期望在互惠孝道和权威孝道与学业成绩和主观幸福感的关系中都起中介作用。此外，当母亲的教育期望较高时，青少年教育期望对主观幸福感的积极影响更强，这支持了父母教育期望的调节作用。我们的研究结果为孝道与青少年早期发展之间联系的调节中介机制提供了新的见解和启示。
