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Article(id=1325521328240997180, tenantId=1146029695717560320, journalId=1256213402557890569, issueId=1325521023759691810, articleNumber=null, orderNo=null, doi=10.16835/j.cnki.1000-9817.2025203, pmid=null, cstr=null, oa=null, hot=null, price=null, onlineType=0, articleFormat=0, articleType=null, articleTypeStr=null, receivedDate=1745769600000, receivedDateStr=2025-04-28, revisedDate=1747584000000, revisedDateStr=2025-05-19, acceptedDate=null, acceptedDateStr=null, onlineDate=1793958511648, onlineDateStr=2026-11-06, pubDate=1753372800000, pubDateStr=2025-07-25, doiRegisterDate=null, doiRegisterDateStr=null, onlineIssueDate=1793958511648, onlineIssueDateStr=2026-11-06, onlineJustAcceptDate=null, onlineJustAcceptDateStr=null, onlineFirstDate=null, onlineFirstDateStr=null, sourceXml=null, magXml=null, createTime=1793958511648, creator=13701087609, updateTime=1793958511648, updator=13701087609, issue=Issue{id=1325521023759691810, tenantId=1146029695717560320, journalId=1256213402557890569, year='2025', volume='46', issue='7', pageStart='913', pageEnd='1064', issueExtLink='null', onlineDate='null', pubDate='1753372800000', pubDateStr='2025-07-25', beforeIssueId=null, nextIssueId=null, price=null, status=1, issueComplete=1, articleOrder=1, issueType=-1, specialIssue=null, createTime=1793958439054, creator='13701087609', updateTime=1793958439054, updator='13701087609', preIssue=null, nextIssue=null, articleTotal=null, ext=null, issueFiles=null, downloadFileDto=null}, startPage=965, endPage=969, ext={EN=ArticleExt(id=1325521329562202941, articleId=1325521328240997180, tenantId=1146029695717560320, journalId=1256213402557890569, language=EN, title=Relationship between positive parenting styles and positive academic emotions among junior high school students, columnId=1259565855189418448, journalTitle=Chinese Journal of School Health, columnName=Mental Health, runingTitle=null, highlight=null, articleAbstract=
Objective

To explore the relationship between positive parenting styles and academic emotions in junior high school students, as well as the chain mediation effects of parent-child communication and peer relationships, providing a theoretical basis for family education interventions.

Methods

Using stratified cluster random sampling, 1 063 students from four junior high schools in a city in Anhui Province were selected for questionnaire surveys, form March to April, 2025. Core variables were measured using the Short-form Parenting Style Scale, Adolescent Parent-Child Communication Scale, Peer Relationship Scale, and Adolescent Academic Emotion Questionnaire. Group comparison was conducted using t-test or analysis of variance, and Pearson correlation analysis was used to examine the correlation between positive parenting styles, peer relationships, parent-child communication and positive academic emotions. Multiple linear regression analysis was used to examine the effects of positive parenting styles, peer relationships and parent-child communication on positive academic emotions. A mediation effect model and Bootstrap method were employed to test the chain mediation effects.

Results

Students who were class leaders, had parents with higher education levels, or came from intact families scored significantly higher on positive academic emotions (t/F=7.23, 13.73, 10.67, 4.45, all P < 0.01). Positive parenting styles, peer relationships, and parent-child communication were all positively correlated with positive academic emotions (r=0.45, 0.41, 0.38), and all three positively predicted positive academic emotions (β=0.24, 0.23, 0.12) (all P < 0.01). Further analysis showed that positive parenting styles directly predicted positive academic emotions (β=0.40) and also indirectly influenced academic emotions through parent-child communication (β=0.07), peer relationships (β=0.05), and the chain mediation path of "parent-child communication → peer relationships" (β=0.04) (all P < 0.05), with the total indirect effect accounting for 40.55%.

Conclusion

Positive parenting styles enhance junior high school students' academic emotions through the chain mediation path of "parent-child communication → peer relationships", providing theoretical support for interventions within the educational ecosystem.

, authors=Ping CHEN1, Wenjia PENG*, 2, Wenjuan WANG3, authorsList=Ping CHEN, Wenjia PENG, Wenjuan WANG, authorCompany=null, correspAuthors=Wenjia PENG, authorNote=null, correspAuthorsNote=null, copyrightStatement=Copyright ©2025 Chinese Journal of School Health. All rights reserved., copyrightOwner=null, extLink=null, articleAbsUrl=null, sourceXml=null, magXml=null, pdfUrl=null, pdf=null, pdfFileSize=null, pdfExtLink=null, richHtmlUrl=null, mobilePdfUrl=null, reviewReport=null, pdfFirstPage=null, abstractGraph=null, abstractGraphContent=null, abstractVideo=null, citation=null, cebUrl=null, magXmlContent=null, mapNumber=null, fund=null), CN=ArticleExt(id=1325521330862437182, articleId=1325521328240997180, tenantId=1146029695717560320, journalId=1256213402557890569, language=CN, title=父母积极教养方式与初中生积极学业情绪的关系, columnId=1259565858817491410, journalTitle=中国学校卫生, columnName=心理卫生, runingTitle=null, highlight=null, articleAbstract=
目的

探讨父母积极教养方式与初中生积极学业情绪的关系及亲子沟通与同伴关系的链式中介效应，为家庭教育干预提供参考依据。

方法

2025年3—4月，采用分层整群随机抽样法，选取安徽省某市4所初中1 063名学生进行问卷调查，使用简式父母教养方式量表、青少年亲子沟通量表、同伴关系量表、青少年学业情绪问卷等工具测量核心变量，组间比较采用t检验或方差分析，采用Pearson相关分析父母积极教养方式、同伴关系、亲子沟通与积极学业情绪之间的相关性，采用多重线性回归分析父母积极教养方式、同伴关系、亲子沟通对积极学业情绪的影响，通过中介效应模型及Bootstrap法检验链式中介效应。

结果

班干部、父母文化程度较高及完整家庭学生的积极学业情绪得分更高(t/F值分别为7.23，13.73，10.67，4.45，P值均 < 0.01)；父母积极教养方式、同伴关系、亲子沟通均与积极学业情绪呈正相关(r值分别为0.45，0.41，0.38)，且三者对积极学业情绪均具有正向预测作用(β值分别为0.24，0.23，0.12)(P值均 < 0.01)。进一步分析表明，父母积极教养方式可正向预测积极学业情绪(β=0.40)，也可通过亲子沟通(β=0.07)、同伴关系(β=0.05)及“亲子沟通→同伴关系”链式路径(β=0.04)间接影响积极学业情绪(P值均 < 0.05)，总间接效应占比40.55%。

结论

父母积极教养可能通过亲子沟通和同伴关系的链式中介路径提升初中生积极学业情绪，促进教育干预的生态化转归。

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陈萍(1978-), 女, 安徽蚌埠人, 硕士, 高级教师, 主要从事中小学心理健康教育教研工作

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朋文佳，E-mail:
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Comparison of positive academic emotions scores among junior high school students with different demographic characteristics(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
人口学指标分组人数得分t/F值P值
性别男556103.14±20.321.650.10
女507101.22±17.24
年级初一454100.50±20.064.170.02
初二322104.46±18.55
初三287102.46±17.22
独生子女是276102.05±19.290.180.86
否787102.29±18.81
班干部是628105.64±17.777.23< 0.01
否43597.30±19.47
父亲文化程度初中及以下36398.77±18.9613.73< 0.01
高中与中专336101.87±17.60
大学及以上364106.01±19.42
母亲文化程度初中及以下40799.96±18.5410.67< 0.01
高中与中专318101.06±19.26
大学及以上338106.06±18.54
家庭情况完整家庭928103.02±19.054.45< 0.01
单亲家庭13595.51±16.60
), ArticleFig(id=1325521340140237667, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521328240997180, language=CN, label=表1, caption=

不同人口学特征初中生积极学业情绪得分比较(x ±s)

, figureFileSmall=null, figureFileBig=null, tableContent=
人口学指标分组人数得分t/F值P值
性别男556103.14±20.321.650.10
女507101.22±17.24
年级初一454100.50±20.064.170.02
初二322104.46±18.55
初三287102.46±17.22
独生子女是276102.05±19.290.180.86
否787102.29±18.81
班干部是628105.64±17.777.23< 0.01
否43597.30±19.47
父亲文化程度初中及以下36398.77±18.9613.73< 0.01
高中与中专336101.87±17.60
大学及以上364106.01±19.42
母亲文化程度初中及以下40799.96±18.5410.67< 0.01
高中与中专318101.06±19.26
大学及以上338106.06±18.54
家庭情况完整家庭928103.02±19.054.45< 0.01
单亲家庭13595.51±16.60
), ArticleFig(id=1325521340408673124, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521328240997180, language=EN, label=Tab.2, caption=

Associations between parental positive parenting styles, peer relationships, parent-child communication and positive academic emotions among junior high school students(n=1 063)

, figureFileSmall=null, figureFileBig=null, tableContent=
变量B值标准误β值t值P值VIF
父母积极教养方式0.520.080.246.81< 0.011.86
同伴关系0.480.060.237.88< 0.011.28
亲子沟通0.080.030.123.30< 0.011.81
), ArticleFig(id=1325521342124143461, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521328240997180, language=CN, label=表2, caption=

父母积极教养方式、同伴关系、亲子沟通与初中生积极学业情绪的关联性(n=1 063)

, figureFileSmall=null, figureFileBig=null, tableContent=
变量B值标准误β值t值P值VIF
父母积极教养方式0.520.080.246.81< 0.011.86
同伴关系0.480.060.237.88< 0.011.28
亲子沟通0.080.030.123.30< 0.011.81
), ArticleFig(id=1325521342237389670, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521328240997180, language=EN, label=Tab.3, caption=

Effect decomposition of the association between parental positive parenting styles and positive academic emotions among junior high school students(n=1 063)

, figureFileSmall=null, figureFileBig=null, tableContent=
效应路径B值(95%CI)β值占总效应比例/%
总效应0.85(0.73~0.97)0.40100.00
直接效应0.51(0.36~0.66)0.2459.45
总间接效应0.35(0.24~0.46)0.1640.55
  间接效应1父母积极教养方式→亲子沟通→积极学业情绪0.16(0.06~0.26)0.0718.13
  间接效应2父母积极教养方式→同伴关系→积极学业情绪0.11(0.07~0.16)0.0513.10
  间接效应3父母积极教养方式→亲子沟通→同伴关系→积极学业情绪0.08(0.05~0.12)0.049.32
), ArticleFig(id=1325521342514213735, tenantId=1146029695717560320, journalId=1256213402557890569, articleId=1325521328240997180, language=CN, label=表3, caption=

父母积极教养方式与初中生积极学业情绪之间关联的效应分解(n=1 063)

, figureFileSmall=null, figureFileBig=null, tableContent=
效应路径B值(95%CI)β值占总效应比例/%
总效应0.85(0.73~0.97)0.40100.00
直接效应0.51(0.36~0.66)0.2459.45
总间接效应0.35(0.24~0.46)0.1640.55
  间接效应1父母积极教养方式→亲子沟通→积极学业情绪0.16(0.06~0.26)0.0718.13
  间接效应2父母积极教养方式→同伴关系→积极学业情绪0.11(0.07~0.16)0.0513.10
  间接效应3父母积极教养方式→亲子沟通→同伴关系→积极学业情绪0.08(0.05~0.12)0.049.32
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父母积极教养方式与初中生积极学业情绪的关系
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陈萍 1 , 朋文佳 *, 2 , 王文娟 3
中国学校卫生 | 心理卫生 2025,46(7): 965-969
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中国学校卫生 |心理卫生 2025 , 46 (7) : 965 -969
父母积极教养方式与初中生积极学业情绪的关系
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陈萍(1978-), 女, 安徽蚌埠人, 硕士, 高级教师, 主要从事中小学心理健康教育教研工作

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陈萍1, 朋文佳*, 2 , 王文娟3
作者信息
  • 1蚌埠市教育科学研究所, 安徽 233000
  • 2蚌埠医科大学第一附属医院肿瘤内科
  • 3蚌埠医科大学精神卫生学院
通讯作者:
朋文佳，E-mail:
作者简介:

陈萍(1978-), 女, 安徽蚌埠人, 硕士, 高级教师, 主要从事中小学心理健康教育教研工作

Relationship between positive parenting styles and positive academic emotions among junior high school students
Ping CHEN1, Wenjia PENG*, 2 , Wenjuan WANG3
Affiliations
  • 1Bengbu Educational Science Research Institute, Bengbu 233000, Anhui Province, China
出版时间: 2025-07-25 doi: 10.16835/j.cnki.1000-9817.2025203
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目的

探讨父母积极教养方式与初中生积极学业情绪的关系及亲子沟通与同伴关系的链式中介效应，为家庭教育干预提供参考依据。

方法

2025年3—4月，采用分层整群随机抽样法，选取安徽省某市4所初中1 063名学生进行问卷调查，使用简式父母教养方式量表、青少年亲子沟通量表、同伴关系量表、青少年学业情绪问卷等工具测量核心变量，组间比较采用t检验或方差分析，采用Pearson相关分析父母积极教养方式、同伴关系、亲子沟通与积极学业情绪之间的相关性，采用多重线性回归分析父母积极教养方式、同伴关系、亲子沟通对积极学业情绪的影响，通过中介效应模型及Bootstrap法检验链式中介效应。

结果

班干部、父母文化程度较高及完整家庭学生的积极学业情绪得分更高(t/F值分别为7.23，13.73，10.67，4.45，P值均 < 0.01)；父母积极教养方式、同伴关系、亲子沟通均与积极学业情绪呈正相关(r值分别为0.45，0.41，0.38)，且三者对积极学业情绪均具有正向预测作用(β值分别为0.24，0.23，0.12)(P值均 < 0.01)。进一步分析表明，父母积极教养方式可正向预测积极学业情绪(β=0.40)，也可通过亲子沟通(β=0.07)、同伴关系(β=0.05)及“亲子沟通→同伴关系”链式路径(β=0.04)间接影响积极学业情绪(P值均 < 0.05)，总间接效应占比40.55%。

结论

父母积极教养可能通过亲子沟通和同伴关系的链式中介路径提升初中生积极学业情绪，促进教育干预的生态化转归。

法定监护人  /  教育  /  精神卫生  /  情绪  /  回归分析  /  学生
Objective

To explore the relationship between positive parenting styles and academic emotions in junior high school students, as well as the chain mediation effects of parent-child communication and peer relationships, providing a theoretical basis for family education interventions.

Methods

Using stratified cluster random sampling, 1 063 students from four junior high schools in a city in Anhui Province were selected for questionnaire surveys, form March to April, 2025. Core variables were measured using the Short-form Parenting Style Scale, Adolescent Parent-Child Communication Scale, Peer Relationship Scale, and Adolescent Academic Emotion Questionnaire. Group comparison was conducted using t-test or analysis of variance, and Pearson correlation analysis was used to examine the correlation between positive parenting styles, peer relationships, parent-child communication and positive academic emotions. Multiple linear regression analysis was used to examine the effects of positive parenting styles, peer relationships and parent-child communication on positive academic emotions. A mediation effect model and Bootstrap method were employed to test the chain mediation effects.

Results

Students who were class leaders, had parents with higher education levels, or came from intact families scored significantly higher on positive academic emotions (t/F=7.23, 13.73, 10.67, 4.45, all P < 0.01). Positive parenting styles, peer relationships, and parent-child communication were all positively correlated with positive academic emotions (r=0.45, 0.41, 0.38), and all three positively predicted positive academic emotions (β=0.24, 0.23, 0.12) (all P < 0.01). Further analysis showed that positive parenting styles directly predicted positive academic emotions (β=0.40) and also indirectly influenced academic emotions through parent-child communication (β=0.07), peer relationships (β=0.05), and the chain mediation path of "parent-child communication → peer relationships" (β=0.04) (all P < 0.05), with the total indirect effect accounting for 40.55%.

Conclusion

Positive parenting styles enhance junior high school students' academic emotions through the chain mediation path of "parent-child communication → peer relationships", providing theoretical support for interventions within the educational ecosystem.

Legal guardians  /  Education  /  Mental health  /  Emotions  /  Regression analysis  /  Students
陈萍, 朋文佳, 王文娟. 父母积极教养方式与初中生积极学业情绪的关系. 中国学校卫生, 2025 , 46 (7) : 965 -969 . DOI: 10.16835/j.cnki.1000-9817.2025203
Ping CHEN, Wenjia PENG, Wenjuan WANG. Relationship between positive parenting styles and positive academic emotions among junior high school students[J]. Chinese Journal of School Health, 2025 , 46 (7) : 965 -969 . DOI: 10.16835/j.cnki.1000-9817.2025203
正文
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学业情绪作为学生在学习过程中体验的与学业活动直接相关的情绪反应，对学业投入、学业成就及心理健康具有重要影响[1-3]。初中阶段正值青少年身心发展的关键期，其学业情绪波动性显著增强[4]。研究表现，初中生积极学业情绪(如放松、平静、满足等)低于小学生[3]。尽管现有研究已关注到家庭环境对学业情绪的预测作用，但对家庭子系统(如亲子互动)与同伴子系统间的跨情境联动机制研究不足[3, 5]，可能导致对青少年发展生态系统的片面理解，也限制了教育干预策略的针对性。
发展情境理论强调，个体发展是多重环境系统(如家庭、同伴、学校)交互作用的结果[6-7]。因此，揭示家庭与同伴系统的链式传导机制，是理解学业情绪形成过程的理论必然。本研究以安徽省某市4所初中学生为样本，构建“积极教养方式→亲子沟通→同伴关系→积极学业情绪”的链式中介模型，为家庭教育干预提供理论依据。
1　对象与方法
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1.1　对象
2025年3—4月，在安徽省某市根据学校优质程度阶梯选取4所初中，采用分层整群随机抽样方法，按照样本量取量表条目的5~10倍原则，计算最小样本量为720人。最终，发放调查问卷1 073份，收回1 073份，删除答题时间 < 5 min的调查问卷10份，共有有效问卷1 063份。其中，男生556名，女生507名。研究开始前向所有参与者详细说明研究目的、程序和隐私保护措施并获得书面知情同意，研究过程中严格遵守相关伦理标准，确保参与者的个人信息和回答保持保密性。研究经蚌埠医科大学伦理委员会审批(批号：伦科批字[2020]第072号)。
1.2　研究工具
1.2.1　一般人口学资料
采用自编调查问卷获得调查对象的一般人口学资料，包括性别(男生、女生)、年级(初一、初二、初三)、独生子女(是、否)、班干部(是、否)、父母亲文化程度(初中及以下、高中与中专、大学及以上)、家庭情况(完整家庭、单亲家庭)。
1.2.2　父母教养方式量表
采用中文版简式父母教养方式评价量表，该量表由Arrindell等[8]编制，蒋奖等[9]完成中文版修订。量表条目共42条(父亲和母亲各21条)，包括拒绝(12条)、情感温暖(14条)、过度保护(16条)3个维度。本研究中以情感温暖表示父母积极教养方式。每个条目包括从不、有时、经常和总是4个选项，分别计分为1~4分，总分14~56分，总分越高，表示父母积极教养程度越高。本研究中情感温暖分量表的Cronbach α系数为0.914。
1.2.3　亲子沟通量表
该量表由安伯欣[10]在Barnes等编制的亲子沟通量表的基础上进行修订。量表包括40个条目(父亲和母亲各20条)，分为开放性和问题2个维度。每个条目采用1(非常不符合)~5(非常符合)5级计分，问题维度采用反向计分，总分40~200分，量表得分越高，代表亲子沟通质量越好。本研究中该量表的Cronbach α系数为0.941。
1.2.4　同伴关系量表
选用由Asher等[11]于1984年编制的量表。包括16个条目，分为排斥、欢迎和孤独3个维度。每个条目采用1(完全符合)~4(完全不符合)计分，总分16~64分，量表分数越高，代表同伴关系越好。本研究中该量表的Cronbach α系数为0.879。
1.2.5　学业情绪量表
选用董妍等[12]于2007年编制的青少年学业情绪量表，该量表共72个条目，分量表分别为积极学业情绪(积极高唤醒、积极低唤醒)和消极学业情绪(消极高唤醒、消极低唤醒)。积极学业情绪分量表共30个条目，每个条目采用1(完全不符合)~5(完全符合)计分，总分30~150分，得分越高，说明积极学业情绪程度越高。本研究中积极学业情绪维度的Cronbach α系数为0.929。
1.3　质量控制
在问卷编制阶段，采用本土化修订量表，通过预调查进行项目分析和探索性因子分析，排除因子载荷低的题目。正式施测时采用标准化机房环境，所有主试均经过统一培训，通过现场讲解标准化指导语明确填写要求，强调匿名性和真实性原则。
1.4　统计学分析
采用IBM SPSS 23.0软件进行统计学分析。采用Harman单因子检验共同方法偏差，先将父母积极教养方式、亲子沟通、同伴关系和学业情绪4个变量的所有项目进行探索性因子分析。本研究中，第1个因子所解释的方差占比最大，为23.08%，小于临界值(40%)，说明不存在严重的共同方法偏差问题[13]。经检验资料符合正态性，采用(x ±s)进行描述，组间比较采用t检验或方差分析。采用Pearson相关分析父母积极教养方式、同伴关系、亲子沟通与学业情绪之间的相关性，采用多重线性回归分析父母积极教养方式、同伴关系、亲子沟通对积极学业情绪的影响，方差膨胀因子(variance inflation factor, VIF)用于评估回归模型的共线性。采用SPSS process 4.2插件中模型6进行链式中介效应分析，采用Bootstrap法进行5 000次重抽样计算效应量的95%可信区间(CI)。以P < 0.05为有统计学意义。
2　结果
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2.1　初中生积极学业情绪情况
由表1可知，班干部、父母文化程度较高者、完整家庭初中生积极学业情绪得分均高于对应组，差异均有统计学意义(P值均 < 0.01)。
2.2　初中生父母积极教养方式、同伴关系、亲子沟通与积极学业情绪的相关性分析
初中生父母积极教养方式、同伴关系、亲子沟通与积极学业情绪得分分别为(38.58±8.82)(49.47±9.01)(125.22±26.62)(102.23±18.93)分，Pearson相关分析显示，父母积极教养方式与同伴关系、亲子沟通和积极学业情绪，同伴关系与亲子沟通和积极学业情绪，亲子沟通与积极学业情绪之间均呈正相关(r值分别为0.41，0.64，0.45，0.40，0.41，0.38，P值均＜0.01)。
2.3　初中生父母教养方式、同伴关系、亲子沟通与积极学业情绪的多重线性回归分析
结果显示，通过调整性别、年级、独生子女、班干部、父母文化程度和家庭情况等协变量，父母积极教养方式(β=0.24)、同伴关系(β=0.23)、亲子沟通(β=0.12)与积极学业情绪均有正向关联(P值均 < 0.01)。见表2。
2.4　亲子沟通和同伴关系在父母积极教养方式与初中生积极学业情绪间的链式中介作用分析
链式中介路径结果显示，父母积极教养方式能正向预测积极学业情绪(β=0.40，P < 0.01)。将亲子沟通和同伴关系变量纳入回归模型后，父母积极教养方式正向预测亲子沟通(β=0.65)和同伴关系(β=0.22)，亲子沟通正向预测同伴关系(β=0.25)和积极学业情绪(β=0.11)，同伴关系正向预测积极学业情绪(β=0.23)(P值均 < 0.01)。
中介效应检验结果显示，父母积极教养方式对积极学业情绪的总效应(β=0.40)和直接效应(β=0.24)均有统计学意义，总间接效应有统计学意义(β=0.16)(P值均 < 0.01)，占总效应的40.55%。中介效应主要通过以下3条路径实现：(1)间接效应1(β=0.07，P < 0.01)。父母积极教养方式→亲子沟通→积极学业情绪；(2)间接效应2(β=0.05，P < 0.01)。父母积极教养方式→同伴关系→积极学业情绪；(3)间接效应3(β=0.04，P < 0.01)。父母积极教养方式→亲子沟通→同伴关系→积极学业情绪。链式中介路径占总间接效应的25.00%(0.04/0.16)。见表3。
3　讨论
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本研究结果显示，父母积极教养行为不仅直接影响子女的积极学业情绪状态，还通过改善亲子互动质量、促进同伴关系发展的双重路径间接发挥作用，其中“亲子沟通→同伴关系”的链式中介路径占总间接效应的25.00%。这一发现为理解家庭系统与同伴系统在学业发展中的协同作用提供了新视角，同时为教育干预的生态化转向提供了实证支持。
本研究显示父母文化程度较高的初中生积极学业情绪得分较高，高文化程度父母倾向于采用民主型教养方式，通过认知激活策略(如引导问题解决而非直接干预)培养子女的学习自主性[14]。此外，高文化程度的家庭普遍具备更强的教育资源配置能力，可能会更积极地参与孩子的教育培养过程，表现在不仅能提供丰富的学习材料，更善于营造浸润式学习环境，这种文化资本的积累可提升学生的学业自我效能感[15-16]。班干部相较于非班干部表现出更高的积极学业情绪，班干部在履行职务过程中通过参与班级事务，与教师和同学间频繁的互动，有利于增强胜任感和自我效能感，这种心理需求的满足直接激活了学习动力。完整家庭初中生相较于单亲家庭表现出更高的积极学业情绪，可能是由于完整家庭的双亲支持系统通过协同教养模式为子女提供更稳定的学业情感支持，单亲家庭可能由于精力受限、经济压力等原因引发亲子互动减少或情感疏离，进而削弱学生的学业情绪调节能力[17]。
本研究发现父母积极教养方式对初中生积极学业情绪具有正向预测作用，与以往的研究结论一致[17-19]。有研究表明，不同家庭教养方式对中学生学业情绪存在影响。专制型教养因过度控制削弱学生自主性，溺爱型教养导致自我调节能力缺失，忽视型教养造成情感支持缺位，这三类教养方式均易引发负面学业情绪。相较而言，积极教养方式通过平等沟通、情感温暖与适度引导，能有效促进学生形成积极学业情绪[20]。
亲子沟通的中介效应表明，父母通过高频次、高质量的互动可以帮助青少年建立适应性情绪调节策略，从而提高积极学业情绪。例如，家庭对话中的共情回应能够缓解初中生学业焦虑，而问题导向的讨论可提升学习效能感[21]。这一过程与“情感脚手架”理论一致，即父母通过情感支持为子女搭建应对学业挑战的心理框架[22]。此外，亲子沟通正向预测初中生同伴关系，说明家庭互动中培养的社交技能(如冲突解决、情绪表达)可迁移至同伴交往中。同伴关系的中介效应表明了同伴群体对积极学业情绪的影响，这一观点与前人研究[23-24]结论一致。良好的同伴关系通过社会支持、情绪感染等机制促进初中生积极学业情绪，反之消极的同伴关系则可能引起孤独感和低联系感，导致消极学业情绪的产生[23]。“亲子沟通→同伴关系”的链式中介路径表明了家庭系统与同伴系统的动态关联。父母通过高质量的亲子互动培养子女的社交能力，使其在同伴群体中更易建立支持性关系，从而形成“家庭赋能-同伴支持-积极学业情绪提升”的良性循环。
本研究存在一定的局限性：首先，横断面设计无法严格验证因果关系，未来可采用交叉滞后设计或干预实验强化因果推论；其次，样本局限于同一城市初中生，可能限制结论的普适性，后续研究应增加农村样本和跨文化间比较；再次，同伴关系的测量未区分线上/线下互动，而数字时代青少年的社交模式已发生深刻变革[25]，可能是重要的调节变量。
基金
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  • 安徽省教育科学研究项目(JK23019)
文献
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2025年第46卷第7期
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doi: 10.16835/j.cnki.1000-9817.2025203
  • 接收时间：2025-04-28
  • 首发时间：2026-11-06
  • 出版时间：2025-07-25
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  • 收稿日期：2025-04-28
  • 修回日期：2025-05-19
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安徽省教育科学研究项目(JK23019)
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    1蚌埠市教育科学研究所, 安徽 233000
    2蚌埠医科大学第一附属医院肿瘤内科
    3蚌埠医科大学精神卫生学院

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2种不同金属材料的力学参数
科
Family		 属数
Number of
genus		 种数
Number of
species		 占总种数比例
Percentage of
total species (%)		 属
Genus		 种数
Number of
species		 占总种数比例
Percentage of total
species (%)
鹅膏菌科Amanitaceae 2 11 5.26 鹅膏菌属 Amanita 10 4.78
小菇科 Mycenaceae 2 12 5.74 丝盖伞属 Inocybe 5 2.39
多孔菌科 Polyporaceae 8 14 6.70 蜡蘑属 Laccaria 5 2.39
红菇科 Russulaceae 3 23 11.00 小皮伞属 Marasmius 6 2.87
小菇属 Mycena 11 5.26
光柄菇属 Pluteus 5 2.39
红菇属 Russula 17 8.13
栓菌属 Trametes 5 2.39
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