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母亲教养方式对小学生学习倦怠的影响： 心理韧性和希望的链式中介作用

The Effect of Mother’s Upbringing Style on Learning Burnout in Primary School Students: A Chain Mediator of Resilience and Hope

Psychology of China / 2024,6(9): 1651-1663 / 2024-09-29 827 162

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• Authors: 徐贝贝      张坤      全莉娟      桑青松     
• Information:

  安徽师范大学教育科学学院，芜湖

• Keywords: Mother’s upbringing style; Learning burnout; Resilience; Hope; Primary school student 母亲教养方式；学习倦怠；心理韧性；希望；小学生
• Abstract: Objective: To explore the effect of maternal parenting style on learning burnout in primary school students, and the mechanism of resilience and hope in it, in order to provide a basis for improving the current situation of primary school students’ academic burnout and improving the mental health level of adolescents. Methods: A total of 893 primary school students in two primary schools in Anhui Province were tested by cluster sampling using the Chinese version of the Simplified Family Parenting Style Questionnaire, the Current Learning Burnout Scale of Primary School Students, the Chinese Version of the Child Hope Scale, and the Adolescent Resilience Scale, and PROCESS was used for data processing. Results: (1) There was a significant correlation between maternal rejection, maternal warmth, maternal overprotection, learning burnout, resilience and hope. (2) Mother’s rejection of parenting style, resilience and hope significantly predicted learning burnout, maternal emotional warmth parenting style, resilience and hope traits significantly predicted learning burnout, and maternal overprotective parenting style, resilience and hope traits significantly predicted learning burnout. (3) After controlling for gender and left-behind factors, maternal rejection, emotional warmth and overprotection could affect learning burnout in primary school students through the chain mediating effect of resilience and hope. Conclusion: Mother’s upbringing style can not only directly and positively predict primary school students’ learning burnout, but also indirectly affect primary school students’ learning burnout through the chain mediating effect of resilience and hope. 目的：为探究母亲教养方式对小学生学习倦怠的影响，以及心理韧性和希望在其中的作用机制，以期为改善小学生学业倦怠现状并提高青少年心理健康水平提供依据。方法：采用简式家庭教养方式问卷中文版、小学生学习倦怠现状量表、儿童希望量表中文版、青少年心理韧性量表通过整群抽样对安徽省两所小学的893名小学生进行施测，采用PROCESS进行数据处理。结果：（1）母亲拒绝、母亲情感温暖、母亲过度保护、学习倦怠、心理韧性和希望之间两两显著相关；（2）母亲拒绝教养方式、心理韧性、希望显著预测学习倦怠，母亲情感温暖教养方式、心理韧性、希望特质显著预测学习倦怠，母亲过度保护教养方式、心理韧性、希望特质显著预测学习倦怠；（3）在控制了性别和是否留守因素后，母亲拒绝、情感温暖和过度保护均可以通过心理韧性和希望的链式中介作用影响小学生学习倦怠。结论：母亲教养方式既可以直接预测小学生学习倦怠，又可以通过心理韧性和希望的链式中介作用间接影响小学生学习倦怠。
• DOI: https://doi.org/10.35534/pc.0609184
• Cite: 徐贝贝，张坤，全莉娟，等．母亲教养方式对小学生学习倦怠的影响：心理韧性和希望的链式中介作用［J］．中国心理学前沿，2024，6（9）：1651-1663．