Shi Zeyi, Yang Beiming, Chen Bin-Bin, Chen Xiaochen, Qu Yang
School of Education and Social Policy, Northwestern University, Evanston, IL 60208, USA.
Department of Psychology, Fudan University, Shanghai 200433, China.
Behav Sci (Basel). 2023 Jul 29;13(8):632. doi: 10.3390/bs13080632.
(1) Background: Parental involvement in adolescents' learning generally benefits adolescents' development, thus highlighting the importance of investigating why parents involve. Specifically, Chinese parents are highly involved in adolescents' learning, which may be explained by their cultural beliefs. This longitudinal study provided a novel cultural understanding of the antecedents of Chinese mothers' involvement in adolescents' learning by examining the predicting effect of their expectations of adolescents' family obligations over time, with attention to how adolescents' academic performance moderated such effect. (2) Methods: Chinese mothers ( = 450; = 39.52 years, = 3.96) of middle-school adolescents reported on their expectations of adolescents' family obligations at Wave 1 and their involvement in adolescents' learning twice over six months. Adolescents' academic performance (i.e., grade) was obtained from teachers. (3) Results: Chinese mothers who had greater expectations of adolescents' family obligations were involved more in adolescents' learning over time. Moreover, adolescents' academic performance moderated this longitudinal association, such that mothers' expectations only predicted their greater involvement among adolescents with high, but not low, academic performance. (4) Conclusions: These findings highlight the cultural understanding of parents' beliefs that motivate their involvement in adolescents' learning in a non-Western society, as well as the moderating role of adolescents' characteristics.
(1) 背景：父母参与青少年学习通常有利于青少年的发展，因此凸显了探究父母参与原因的重要性。具体而言，中国父母高度参与青少年学习，这可能由他们的文化信仰来解释。这项纵向研究通过考察中国母亲对青少年家庭义务期望随时间的预测作用，以及青少年学业成绩如何调节这种作用，对中国母亲参与青少年学习的前因提供了一种新的文化理解。(2) 方法：中学青少年的中国母亲（n = 450；M = 39.52岁，SD = 3.96）在第1波报告了她们对青少年家庭义务的期望，并在六个月内两次报告了她们对青少年学习的参与情况。青少年的学业成绩（即成绩）由教师提供。(3) 结果：对青少年家庭义务期望较高的中国母亲随着时间的推移更多地参与青少年学习。此外，青少年的学业成绩调节了这种纵向关联，即母亲的期望仅在学业成绩高而非低的青少年中预测了她们更多的参与。(4) 结论：这些发现凸显了对父母信仰的文化理解，这种信仰促使他们在非西方社会中参与青少年学习，以及青少年特征的调节作用。
