Xin Ye, Yu Lu
Faculty of Education, The University of Hong Kong, Central and Western District, Hong Kong SAR 999077, China.
Faculty of Education, Southwest University, Chongqing 400715, China.
Behav Sci (Basel). 2024 Sep 5;14(9):779. doi: 10.3390/bs14090779.
In the social context of the "Educational Involution", the educational expectations of parents have a potential influence on the development of children. High parental educational expectations create parental anxiety, which in turn results in a rise in parental involvement and eventually promotes the growth and progress of children. The current study administered an electronic questionnaire to 891 parents of young children in four provinces of China. The questionnaire included the Parental Educational Expectations Scale, the Educational Anxiety Scale, the Parental Involvement Scale, and the Child Development Scale. This study used SPSS 27.0 for statistical data analysis and the SPSS macro program PROCESS to explore the mediation role. We found that (1) educational anxiety plays a mediating role between parental educational expectations and child development; (2) parental involvement has a mediating effect between parental educational expectations and child development; and (3) educational anxiety and parental involvement play a chain mediating role between parental educational expectations and child development. In conclusion, parental educational expectations appear to contribute to child development, and this effect may be mediated individually and sequentially by educational anxiety and parental involvement.
在“教育内卷”的社会背景下，家长的教育期望对孩子的发展具有潜在影响。较高的家长教育期望会引发家长焦虑，进而导致家长参与度上升，最终促进孩子的成长与进步。本研究对中国四个省份的891名幼儿家长进行了电子问卷调查。问卷包括家长教育期望量表、教育焦虑量表、家长参与量表和儿童发展量表。本研究使用SPSS 27.0进行统计数据分析，并使用SPSS宏程序PROCESS来探究中介作用。我们发现：（1）教育焦虑在家长教育期望与儿童发展之间起中介作用；（2）家长参与在家长教育期望与儿童发展之间具有中介效应；（3）教育焦虑和家长参与在家长教育期望与儿童发展之间起链式中介作用。总之，家长教育期望似乎有助于儿童发展，且这种效应可能分别由教育焦虑和家长参与依次介导。
