دانلود مقاله رابطه بین ارتباط والدین-فرزند و درگیری تحصیلی انگلیسی
چکیده
مقدمه
مواد و روش ها
نتایج
آزمایش برای مدل پیشنهادی
بحث
اعلامیه ها
منابع
Abstract
Introduction
Methods
Results
Testing for the proposed model
Discussion
Declarations
References
چکیده
این مطالعه یک مدل میانجیگری تعدیل شده برای بررسی تأثیر ارتباط والدین-فرزند بر مشارکت تحصیلی انگلیسی ایجاد کرد. ما یک نظرسنجی پرسشنامه ای را در بین 21270 دانش آموز دبیرستانی با استفاده از اندازه گیری های مختلف انجام دادیم: مقیاس مشارکت تحصیلی انگلیسی، مقیاس ارتباط والد-کودک نوجوان، پرسشنامه سازگاری یادگیری، و مقیاس خودکارآمدی یادگیری انگلیسی. نتایج نشان داد که سازگاری یادگیری نقش میانجی بین ارتباط والدین-فرزند و درگیری تحصیلی انگلیسی دارد. علاوه بر این، روابط بین ارتباط والدین-کودک و درگیری تحصیلی انگلیسی و همچنین بین ارتباط والدین-کودک و سازگاری یادگیری، همگی با خودکارآمدی یادگیری انگلیسی تعدیل شدند. این یافته‌ها اهمیت ارتباط والدین-فرزند را در یادگیری زبان خارجی دانش‌آموزان راهنمایی نشان می‌دهد و پیشنهاد می‌کند که باید توجه بیشتری به بهبود خودکارآمدی یادگیری زبان انگلیسی و سازگاری یادگیری دانش‌آموزان دوره راهنمایی و در نتیجه مشارکت تحصیلی انگلیسی معطوف شود.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
This study constructed a moderated mediation model to explore the impact of parent–child communication on English academic engagement. We conducted a questionnaire survey among 21,270 middle school students using various measurements: English Academic Engagement Scale, Adolescent Parent–Child Communication Scale, learning adaptability questionnaire, and English Learning Self-Efficacy Scale. The results showed that learning adaptability played a mediating role between parent–child communication and English academic engagement. Moreover, the relationships between parent–child communication and English academic engagement as well as between parent–child communication and learning adaptability were all moderated by English learning self-efficacy. These findings revealed the importance of parent–child communication in middle school students’ foreign language learning and suggested that more attention should be paid to improving middle school students’ English learning self-efficacy and learning adaptability and, therefore, English academic engagement.
Introduction
Because the complexity of their kids’ school work has increased sharply since they entered middle school, most parents find it challenging to provide academic support for their children, especially in the foreign language, which is a compulsory course with English as course content. However, China is now promoting the educational ideas of home-school co-education. Since the promulgation of The Family Education Promotion Law of the People’s Republic of China, the government has encouraged parents to participate in their children’s education and help them grow (China, 2021). So, given that parents’ educational level, educational resources, and family economic status are all predetermined, what other methods can parents use to promote their children’s performance in learning, especially foreign language learning? This is an issue worth paying attention to.
Studies have found that parent–child communication, as the core mechanism for parents to influence children in family factors, promotes students to develop positively and healthily (Liu et al., 2012) and affects students’ psychological state and behavioral engagement in learning activities (Zhou & Zhang, 2018). Thus, parent–child communication can be an effective way for parents to promote their children’s foreign language learning. To this end, this study will explore the relationship between parent–child communication and English academic engagement and the mechanism underlying it, with middle school students.
Results
Preliminary analyses
As shown in Table 2, Pearson’s analysis showed that parent–child communication, learning adaptability, English learning self-efficacy, and English academic engagement were significantly positively correlated. In terms of demographic variables, grades, only child, family residence, monthly family income, and parent–child communication, learning adaptability, English learning self-efficacy, English academic engagement were significantly correlated. Therefore, demographic variables would be analyzed as control variables.