Wang Yanjiao, Han Lei, Tao Yang, Ma Yanyan
School of Psychology, Inner Mongolia Normal University, Hohhot, China.
Lanzhou Petrochemical University of Vocational Technology, Lanzhou, China.
Front Psychol. 2024 Oct 16;15:1413899. doi: 10.3389/fpsyg.2024.1413899. eCollection 2024.
This cross-sectional study examined the mechanisms underlying adolescent math achievement by investigating the relationship between parents' rearing styles (including different dimensions of rearing style) and adolescent self-control, math anxiety, and math achievement based on the ecological systems theory.
A total of 584 junior high school students ( age = 12.52) completed the Parenting Style Questionnaire, Self-control Scale, and Math Anxiety Rating Scale and provided their math test scores.
The rearing styles of both fathers and mothers directly predicted adolescents' math achievement. Maternal rearing style indirectly predicted adolescents' math achievement through their self-control and math anxiety; however, the indirect effect of paternal rearing style on adolescents' math achievement was not significant. After distinguishing the three dimensions of rearing styles, we found that paternal emotional warmth can increase adolescents' self-control, while maternal emotional warmth can reduce adolescents' self-control. Further, paternal overprotectiveness can directly and positively predict adolescents' math achievement, while maternal rejection and overprotectiveness can positively predict adolescents' math achievement. None of the three dimensions of rearing styles can predict math achievement through adolescents' self-control; however, they can predict math achievement indirectly through adolescents' math anxiety and the chain-mediation of adolescents' self-control and math anxiety.
Our results suggest both commonalities and differences in how paternal and maternal rearing styles, along with their three dimensions (emotional warmth, rejection, overprotection), predict adolescent math achievement. These findings highlight the importance of paternal and maternal rearing styles on adolescents' math achievement and underscore the need to examine them separately to better understand their impact.
本横断面研究基于生态系统理论，通过调查父母教养方式（包括教养方式的不同维度）与青少年自我控制、数学焦虑和数学成绩之间的关系，探讨青少年数学成绩背后的机制。
共有584名初中生（年龄 = 12.52岁）完成了父母教养方式问卷、自我控制量表和数学焦虑评定量表，并提供了他们的数学测试成绩。
父亲和母亲的教养方式都直接预测了青少年的数学成绩。母亲的教养方式通过青少年的自我控制和数学焦虑间接预测青少年的数学成绩；然而，父亲教养方式对青少年数学成绩的间接影响并不显著。在区分教养方式的三个维度后，我们发现父亲的情感温暖可以提高青少年的自我控制能力，而母亲的情感温暖则会降低青少年的自我控制能力。此外，父亲的过度保护可以直接且正向地预测青少年的数学成绩，而母亲的拒绝和过度保护则可以正向预测青少年的数学成绩。教养方式的三个维度均不能通过青少年的自我控制来预测数学成绩；然而，它们可以通过青少年的数学焦虑以及青少年自我控制和数学焦虑的链式中介间接预测数学成绩。
我们的研究结果表明，父亲和母亲的教养方式及其三个维度（情感温暖、拒绝、过度保护）在预测青少年数学成绩方面既有共性也有差异。这些发现凸显了父亲和母亲教养方式对青少年数学成绩的重要性，并强调需要分别对其进行研究，以便更好地理解它们的影响。
