Xu Lingruina, He Jinshan, Wei Xuejiao, Zhang Yunyun, Zhang Li
School of Society and Psychology, Central University of Finance and Economics, Beijing 100081, China.
Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China.
Behav Sci (Basel). 2024 Feb 20;14(3):150. doi: 10.3390/bs14030150.
This study examined the multiple mediating roles of achievement goal orientation between three parental psychological control (PPC) strategies and adolescents' academic achievement. The study sample consisted of 2613 Chinese middle school adolescents (52.6% boys) who were followed for one and a half years; they completed questionnaires on PPC (including love withdrawal, guilt induction, and authority assertion), achievement goal orientation (involving the mastery approach, the performance approach, and performance-avoidance goals), and academic achievement. We found that (1) the direct effects of the three strategies on academic performance differed, with love withdrawal directly and negatively predicting adolescents' academic achievement and guilt induction and authority assertion not being significant direct predictors. (2) The mediating role of achievement goal orientations differed across the psychological control strategies. Specifically, love withdrawal led to adolescents' academic achievement through their performance-approach goal orientation, performance-avoidance goal orientation, and mastery goal orientation. Moreover, guilt induction and authority assertion had impacts only on adolescents' performance-approach and performance-avoidance goal orientations. This study highlights the negative impact of love withdrawal on adolescents' internal motivation and academic achievement by warning parents not to use this strategy to influence their children's thoughts and feelings.
本研究考察了成就目标定向在三种父母心理控制（PPC）策略与青少年学业成就之间的多重中介作用。研究样本包括2613名中国中学生（52.6%为男生），对他们进行了为期一年半的跟踪研究；他们完成了关于PPC（包括爱的撤回、内疚诱导和权威主张）、成就目标定向（包括掌握方法、成绩趋近目标和成绩回避目标）以及学业成就的问卷调查。我们发现：（1）这三种策略对学业成绩的直接影响各不相同，爱的撤回直接且负面地预测青少年的学业成就，而内疚诱导和权威主张并非显著的直接预测因素。（2）成就目标定向的中介作用在不同的心理控制策略中存在差异。具体而言，爱的撤回通过青少年的成绩趋近目标定向、成绩回避目标定向和掌握目标定向导致其学业成就。此外，内疚诱导和权威主张仅对青少年的成绩趋近和成绩回避目标定向有影响。本研究通过提醒父母不要使用这种策略来影响孩子的思想和感受，突出了爱的撤回对青少年内在动机和学业成就的负面影响。
