Institutional Repository, Institute of Psychology, Chinese Academy of Sciences
|Alternative Title||Parental Involvement in Education and Migrant Children's Academic Performance and Emotional Adjustment: Perceived Autonomy and Perceived Competence as Mediators|
|邹景进1; 李丹1,2; 郭芳3; 武盼盼1; 张大均1|
This study, by using questionnaires to survey 631 migrant children, aims to probe into the effects of different types of parental involvement in education on migrant children' s academic performance and emotional adjustment, as well as the probable mediating effects of perceived autonomy and perceived competence. The ma- jor findings were as follows: (1) The migrant children scored significantly lower on parental involvement in intel- ligence or emotions than the urban children, but there was no significant difference in parental involvement in be- havior management between these two groups; the migrant children' s parents' educational backgrounds and the migrant children's age could help significantly predict their parents' involvement in education; (2) there was a significantly positive correlation between parental involvement in intelligence, emotions and behavior management and the migrant children' s academic performance, but a significantly negative correlation between parental in- volvement in intelligence or emotions and the migrant children's emotional adjustment; and (3) the migrant chil- dren' s perceived autonomy and perceived competence partially mediated between parental involvement in educa- tion and their academic performance and emotional adjustment; their perceived autonomy, via their perceived competence, had indirect effects on their academic performance and emotional adjustment, owing to different types of parental involvement in education.
|Keyword||流动儿童 父母教育卷入 自主感 能力感|
|邹景进,李丹,郭芳,等. 父母教育卷入与流动儿童的学业成绩、情绪适应自主感和能力感的中介作用[J]. 中国特殊教育,2016(1):共8页.|
|MLA||邹景进,et al."父母教育卷入与流动儿童的学业成绩、情绪适应自主感和能力感的中介作用".中国特殊教育 .1(2016):共8页.|
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