积极坚持还是消极回避——家庭环境对农村初中学生学业坚持的影响机制

Positive Persistence or Negative Avoidance——The Impact of the Family Environment on the Academic Persistence of Junior High School Students in Rural Areas

家庭作为青少年学习和成长的第一场所,是影响青少年行为和学业成就的重要环境变量。以317名农村初中生为样本,考察家庭环境对农村初中生学业坚持的影响机制,结果显示,家庭背景、教养观、家风与农村初中生的学业坚持存在显著的相关性。积极高唤醒、积极低唤醒和消极低唤醒学业情绪在家庭背景与学业坚持之间起中介作用;积极高唤醒、积极低唤醒学业情绪在教养观、家风与学业坚持之间起中介作用;逆境信念正向调节教养观、家风影响学业坚持的中介效应,即逆境信念越积极,教养观、家风经由积极高唤醒学业情绪对农村初中生学业坚持所产生的作用越强,反之越弱。基于此,家庭、学校和政府应重视家教家风建设,激发学生学业坚持的内生动力,以提升农村家庭追求教育机会的行动能力。

The first place for teenagers to learn and grow,the family is an important environment variable affecting adolescents’ behavior and academic performance. This study,based on a survey of 317 junior high school students in rural areas,aims to explore the mechanism for the family environment to affect the academic persistence of junior high school students in rural areas. The results show the following: There were significant correlations between the family background,the parenting concept,the family tradition,and the academic persistence of the junior high school students in rural areas;positive-high arousal emotions,positive-low arousal emotions and negative-low arousal emotions mediated between the family background and academic persistence;positive-high arousal emotions and positive-low arousal emotions mediated between the parenting concept,the family tradition,and academic persistence;the beliefs about adversity positively moderated the mediating effect of the parenting concept and the family tradition on academic persistence,namely,the more positive the beliefs about adversity were,the stronger the parenting concept and the family tradition affected academic persistence through positive-high arousal emotions,and vice versa. Based on this,families,schools and the government are supposed to attach importance to family education and the family tradition,and stimulate the endogenous motivation of students’ academic persistence to improve the ability of rural families to seek educational opportunities.