母亲受教育水平和青少年学业自尊的关系:母亲教养方式的中介作用和性别的调节作用

Relationships Between Maternal Educational Attainment and Adolescents’Academic Self-Esteem:The Mediating Role of Parenting Style and the Moderation Role of Gender

本研究探索了母亲教养方式在母亲受教育水平与青少年学业自尊关系间的中介作用,以及性别对上述中介效应的调节作用。以715名初中生为被试,采用母亲教养方式量表、儿童自尊量表进行测量。结果发现,母亲受教育水平能够正向预测青少年的学业自尊;母亲温暖、拒绝、惩罚的教养方式在母亲受教育水平和青少年的学业自尊之间起部分中介作用;并且上述中介作用受性别的调节。相比男生,母亲温暖的教养方式更显著正向预测女生的学业自尊;母亲拒绝和惩罚的教养方式更显著负向预测女生的学业自尊。提升母亲受教育水平,对于促进母亲的积极教养和降低母亲的消极教养,进而促进青少年形成积极的学业自我评价有重要的意义。

This study aimed to explore the mediating role of maternal parenting style in the relationship between maternal educational attainment and adolescents’academic self-esteem,and to examine how this relationship varied as a function of adolescent’s gender.The participants were 715 middle school students.Participants were asked to complete a survey which assessed their mothers’educational attainment,parenting style and their own academic self-esteem.The results indicated that maternal educational attainment significantly predicted adolescents’academic self-esteem.In addition,mothers’parenting style(i.e.,maternal warmth,punishment and rejection)partially mediated the relationship between maternal educational attainment and adolescents’academic self-esteem.Gender moderated the mediating path through mothers’parenting style.Specifically,the relationship between mothers’parenting style and adolescents’academic self-esteem were stronger for girls than for boys.These results highlight the importance of encouraging positive parenting and reducing negative parenting in facilitating the development of positive academic self-evaluation in adolescents.