Li Jiajing, Li Ziying, Lei Xiuya, Yang Jingyuan, Yu Xiao, Liu Haoning
Department of Psychology, School of Humanities and Social Sciences, Beijing Forestry University, Beijing, China.
Front Psychol. 2022 Apr 25;13:870371. doi: 10.3389/fpsyg.2022.870371. eCollection 2022.
To investigate the relationships among child psychological abuse and neglect (CPAN), children's learning engagement, family socioeconomic status (family SES), and children's academic achievement, 271 children ( = 9.41 ± 0.81 years old) and their parents participated in this study with a longitudinal design. Results revealed that learning engagement at T1 mediated the relationship between CPAN at T1 and academic achievement at T2 when gender, age, grade, and academic achievement at T1 were under control. Family SES at T1 moderated the relationship between children's learning engagement at T1 and academic achievement at T2. The association between learning engagement and academic achievement was stronger among children from lower family SES. Our findings highlighted the negative impact of CPAN and the critical role of learning engagement in children's academic achievement, especially for those from low SES families.
为了探究儿童心理虐待与忽视（CPAN）、儿童学习投入、家庭社会经济地位（家庭SES）以及儿童学业成绩之间的关系，271名儿童（平均年龄为9.41±0.81岁）及其父母参与了这项采用纵向设计的研究。结果显示，在控制了性别、年龄、年级以及T1阶段的学业成绩后，T1阶段的学习投入在T1阶段的CPAN与T2阶段的学业成绩之间起中介作用。T1阶段的家庭SES调节了T1阶段儿童学习投入与T2阶段学业成绩之间的关系。来自较低家庭SES的儿童中，学习投入与学业成绩之间的关联更强。我们的研究结果凸显了CPAN的负面影响以及学习投入在儿童学业成绩中的关键作用，尤其是对于那些来自低SES家庭的儿童。
