Peng Shun, Li Hongjie, Xu Lei, Chen Jiwen, Cai Shuangshuang
School of Education, Jianghan University, Wuhan Economic & Technological Development Zone, No. 8, Sanjiaohu Rd, Hubei, 430056 China.
Curr Psychol. 2023 Apr 12:1-12. doi: 10.1007/s12144-023-04589-y.
It has been traditionally thought that children can obtain resources that promote their academic performance through their parents' involvement. However, in reality, parents' involvement in their children's education may threaten children with an excessive academic burden. This study argues that parental involvement is both empowering and burdensome for children and proposes a model in which parental involvement is a double-edged sword. The model entails two paths, one in which learning constitutes a burden and another in which learning leads to empowerment. Based on a survey of 647 adolescents, a structural equation model is used to test this hypothesis. The results suggest that parental involvement can negatively impact academic performance because children feel more stressed as a result of the increase in academic expectations; parental involvement also has a positively impact on academic performance because of an increase in children's engagement in learning. The above results provide some practical guidance for parents' involvement in their children's education.
The online version contains supplementary material available at 10.1007/s12144-023-04589-y.
传统观点认为，孩子可以通过父母的参与获得促进学业成绩的资源。然而，实际上，父母对孩子教育的参与可能会给孩子带来过重的学业负担。本研究认为，父母的参与对孩子既具有赋能作用，也会带来负担，并提出了一个父母参与是双刃剑的模型。该模型包含两条路径，一条是学习构成负担的路径，另一条是学习带来赋能的路径。基于对647名青少年的调查，使用结构方程模型来检验这一假设。结果表明，父母的参与会对学业成绩产生负面影响，因为孩子会因学业期望的增加而感到压力更大；父母的参与也会对学业成绩产生积极影响, 因为孩子对学习的投入增加了。上述结果为父母参与孩子的教育提供了一些实际指导。
在线版本包含可在10.1007/s12144-023-04589-y获取的补充材料。
