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父母温暖和拒绝对小学生学习投入的影响：学习策略的作用

The Impact of Parental Warmth and Rejection on Primary School Students’ Learning Engagement: The Role of Learning Strategies

Education Study / 2025,7(7): 793-797 / 2025-07-25 14 6

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• Authors: 陶爱华¹ 郑雯菲¹ 黄艳慧²
• Information:

  1．江西科技师范大学教育学部，南昌；
  2．南昌市红谷滩区红岭学校，南昌

• Keywords:
  Parental warmth; Parental rejection; Learning engagement; Learning strategies; Primary school students
  父母温暖; 父母拒绝; 学习投入; 学习策略; 小学生
• Abstract: Objective: To investigate whether parental warmth and rejection influence primary school students’ learning engagement through the mediating variable of learning strategies. Methods: A total of 317 valid data were obtained from primary school students using the Parental Rearing Behavior Questionnaire, Learning Engagement Questionnaire, and Learning Strategies Questionnaire. Results: (1) Parental warmth was significantly positively correlated with primary school students’ learning strategies and learning engagement (r=0.221, 0.293, p<0.01), while parental rejection was significantly negatively correlated with these variables (r=-0.155, -0.174, p<0.01). (2) Parental warmth had a significant direct predictive effect on learning engagement (β=0.140, p<0.01), while the direct effect of parental rejection was not significant. (3) Learning strategies played a partial mediating role between parental warmth and learning engagement and a complete mediating role between parental rejection and learning engagement, accounting for 53.4% and 64.7% of the total effects, respectively. Conclusion: Parental warmth not only directly promotes primary school students’ learning engagement but also indirectly influences it through learning strategies. parental rejection mainly indirectly weakens primary school students’ learning engagement by affecting learning strategies. 目的：探讨父母温暖和拒绝是否通过学习策略这一中介变量对小学生学习投入产生影响。方法：采用父母教养方式量表、学习投入以及学习策略问卷对小学生进行测查，获得有效数据317份。结果：（1）父母温暖与小学生学习策略和学习投入呈显著正相关（r=0.221，0.293，p<0.01），而父母拒绝则与上述变量均呈显著负相关（r=-0.155，-0.174，p<0.01）；（2）父母温暖对学习投入具有显著直接预测作用（β=0.140，p<0.01），父母拒绝的直接效应不显著；（3）学习策略在父母温暖与学习投入之间起部分中介作用，在父母拒绝与学习投入之间起完全中介作用，中介效应分别占总效应的53.4%和64.7%。结论：父母温暖不仅直接促进小学生学习投入，还可通过学习策略间接发挥作用；父母拒绝主要通过影响学习策略间接削弱小学生学习投入。
• DOI: https://doi.org/10.35534/es.0707150
• Cite: 陶爱华，郑雯菲，黄艳慧．父母温暖和拒绝对小学生学习投入的影响：学习策略的作用［J］．教育研讨，2025，7（7）：793-797．