Sun Rui, Ren Huiguang, Liu Junsheng, Chen Xinyin, Li Dan
School of Psychology and Cognitive Science, East China Normal University, Shanghai, China.
Faculty of Education, Department of Educational Psychology, East China Normal University, Shanghai, China.
J Youth Adolesc. 2025 May;54(5):1250-1262. doi: 10.1007/s10964-024-02128-x. Epub 2024 Dec 28.
Few studies have comprehensively examined the reciprocal relation between specific parenting practices and children's academic performance across parent and child gender. The present study investigated the bidirectional associations between parental warmth/control and children's academic performance using a three-wave longitudinal multi-informant design. A total of 814 families (M = 10.36 years; SD = 1.22, 57% girls) participated in the study. Results of the random-intercept cross-lagged models indicated that paternal warmth promoted children's academic performance at the between-family level, whereas maternal warmth promoted children's academic performance at the within-family level. Interestingly, paternal control predicted better academic performance in boys over time (i.e., the within-family level) but contributed to girls' worse academic performance than others (i.e., the between-family level). These results highlighted the gender-universal effects of parental warmth and the gender-specific effects of parental control on child academic performance in the Chinese context. These findings underscored the necessity of considering parent-child dynamics across different parent-child gender dyads.
很少有研究全面考察过特定育儿方式与孩子学业成绩之间在父母和孩子性别方面的相互关系。本研究采用三波纵向多 informant 设计，调查了父母温暖/控制与孩子学业成绩之间的双向关联。共有 814 个家庭（平均年龄 M = 10.36 岁；标准差 SD = 1.22，57%为女孩）参与了该研究。随机截距交叉滞后模型的结果表明，父亲的温暖在家庭间层面促进了孩子的学业成绩，而母亲的温暖在家庭内层面促进了孩子的学业成绩。有趣的是，随着时间推移，父亲的控制在男孩中预测了更好的学业成绩（即家庭内层面），但在女孩中却导致其学业成绩比其他情况更差（即家庭间层面）。这些结果凸显了在中国背景下父母温暖的性别普遍效应以及父母控制对孩子学业成绩的性别特定效应。这些发现强调了考虑不同亲子性别二元组中亲子动态关系的必要性。
