自尊对初中生学业成绩的影响:父母参与的调节作用

Self-esteem and Junior High School Students' Academic Achievement: The Moderating Role of Parental Involvement

基于自尊理论,本研究试图考察自尊(自我肯定/自我贬低)及其父母参与对初中生学业成绩的影响。以296名初中生为被试,测查其自尊水平及父母参与,同时获得学生期末考试成绩作为学业成绩的指标。结果发现:(1)自我肯定正向预测学业成绩,自我贬低负向预测学业成绩;(2)父母参与不能预测学业成绩;(3)父母参与调节自我贬低和学业成绩之间的关系。具体来说,在高父母参与下,自我贬低负向预测学业成绩;在低父母参与下,自我贬低不能预测学业成绩。

This study attempted to examine the relationship between self-esteem and students*academic achievement as well as the moderating role o f parental involvement.Two hundred and ninety six students participated in this study and their self-esteem(self-affirmation and self-depreciation)and parental involvement were measured,and their academic achievements were acquired from the school dean’s office.Results indicated that:(1)Self-affirmation positively predicted academic achievement,and selfdepreciation negatively predicted academic achievement.(2)Parental involvement was not significantly related to academic achievement.(4)Parental involvement moderated the relationship between self-depreciation and academic achievement.When parental involvement was high,self-depreciation negatively predicted academic achievement;when parental involvement was low,self-depreciation was not related to academic achievement.