中国家庭教育期望的代际偏差与青少年发展

Research on the Effects of Intergenerational Disparity in Family Expectations for Education on Adolescent Development

青少年处于身心发展的关键阶段,这一时期的发展与其成年社会经济地位获得密切相关,家庭教育期望既蕴含外部期待,又承担着内部的引导作用,是影响其发展成果的重要因素。家庭教育期望涵盖父代教育期望和子代教育期望,二者承载主体不同,其主要目标和最终结果也会存在一定差异。厘清这种家庭教育期望的代际偏差对青少年发展的影响,对促进青少年发展具有重要意义。因此本文从家庭教育期望的视角出发,利用中国家庭追踪调查数据,在构建青少年发展综合性指标的基础上,根据社会资本理论和自我决定理论的研究框架探讨家庭教育期望代际偏差和青少年发展的关系,并采用线性回归模型和结构方程模型实证分析各类代际偏差对青少年发展的影响效应及其作用机制。研究发现城镇家庭教育期望水平普遍较高,而农村家庭教育期望水平参差不齐,城乡之间存在教育期望的隐性不平等;受制于家庭教育期望低水平和高偏差的束缚,农村家庭的青少年发展处于明显劣势,父母情感缺位进一步加深了其发展困境;家庭教育期望的代际偏差能够显著影响青少年发展,相较父代偏低型,一致偏高型有助于提升其发展水平,而一致偏低型和父代偏高型则呈现出显著的负向作用,且这种负向效应在农村家庭中影响更为深远;父母情感投入和家庭教育投入在家庭教育期望和青少年发展之间发挥了明显的中介作用,其产生的效应因代际偏差类型而异;当父母和子女都具有较高的教育期望时,会更加注重家庭教育和父母情感的双向投入,家庭内部资本更容易有效传递,激发青少年发展潜力;当父代相较子代的教育期望偏高时则无法发挥中介变量的促进作用。这一结果提示在诸如家庭教育指导服务建设的宏观层面中着力均衡父母和子女的教育期望,构建社区赋能、学校联动和家庭教育的多元育人体系,提升农村弱势家庭的教育回报预期并提供必要的教育资源支持,在家庭教育实践的微观层面中注重激发青少年的内在自驱力,在其成长过程中因人制宜、因时制宜地动态调整家庭教育投入和父母情感投入,积极探索多渠道的家庭教育参与方式等将是促进青少年发展的有效途径。

Adolescent development is closely tied to the acquisition of socioeconomic status in adulthood.Family educational expectations significantly influence developmental outcomes during this critical phase.These expectations encompass both paternal education and child education,each carried by different subjects,with varying objectives and outcomes.Understanding the impact of this intergenerational disparity in family education expectations on adolescent development is important for promoting adolescent development.Hence,this article employs data from the China Family Panel Studies to explore the relationship between intergenerational disparity in family education expectations and adolescent development.It constructs comprehensive indicators for adolescent development and empirically analyzes the effects of these disparities using linear regression and structural equation models.The findings reveal that urban families tend to hold generally high educational expectations,whereas rural families display varied expectations,contributing to hidden inequalities between urban and rural areas.As a result of low-level constraints and high disparity in family educational expectations,adolescents in rural families face significant disadvantages,exacerbated by the absence of parental emotional support.The intergenerational disparity in family educational expectations significantly impacts adolescent development.Compared to low paternal disparity,consistently high disparity contributes to higher levels of development,whereas consistently low disparity and high paternal disparity show a significant negative effect,and this negative effect is more profound in rural households.Parental emotional and educational inputs play a significant mediating role in this relationship,their effects varying based on the type of intergenerational disparity.When both parents and children have high educational expectations,they will pay more attention to the two-way input of family education and parental emotion,and the capital within the family can be more effectively transmitted to stimulate the development potential of adolescents;When the father's educational expectations are higher compared to those of the children,the mediating variable loses its facilitating role.This finding suggests that,on a macro level within the framework of family education guidance services,efforts should be made to balance parental and children's educational expectations.Establishing a multidimensional parenting system encompassing community empowerment,school collaboration,and family education is vital.Moreover,it is crucial to elevate the educational prospects for disadvantaged rural families by providing essential support for educational resources.At the micro level of family education practice,emphasis should be placed on nurturing adolescents'internal drive and dynamically adjusting their developmental resources in line with their evolving needs and stages of growth.Adapting family education and parental emotional inputs to suit changing circumstances,alongside a proactive exploration of diverse channels for family education participation,emerges as effective strategies to foster adolescent development.