The relationship between parenting style with mental health and academic performance of junior high school students

Abstract

Objective To understand the parenting styles of junior high school students in Beijing, to explore the relationship between parenting styles with students’ academic performance and the role of mental health in this association.

Methods From October 2019 to January 2020, a stratified random cluster sampling method was used to select 5 196 students in the first and second grades of 11 public junior high schools in urban and rural areas in Beijing, and Slort-Egna Minnenar Bamdoms Uppfostran-China, Middle School Students Mental Health Scale-60 and self-designed questions were used in the questionnaire survey.

Results The average score of parenting style rejection dimension was (9.44±3.88), and the average score of emotional warmth dimension was (19.85±5.66). The average score of comprehensive score of students’ mental health was (1.92±0.73). Mental health score of girls was higher than boys’ (1.97±0.74) (1.87±0.71), and the differences were of statistical significance ( t = 5.06, P<0.01). Parental rejection and emotionally warm parenting styles were significantly correlated with students’ academic performance (β = −0.54, 1.15, P<0.01). Mental health played a negative moderating role between parenting style and students’ academic performance. The better students’ mental health were, the greater the influence of parenting style on academic performance.

Conclusion Parenting style is related to children’s academic performance. Parents should give their children more affirmation, encourage ment and praise, in order to improve their academic performance.

Abstract

【摘要】 目的 了解北京市初中生父母教养方式, 探究父母教养方式与学生学习成绩的关系, 以及学生心理健康状况在 其中的作用。 方法 于2019年10月到2020年1月, 采用分层随机整群抽样方法, 选取北京市城乡11所公立普通初中的 初一、初二年级5 196名全体学生作为研究对象, 使用父母教养方式量表、中学生心理健康量表和自行设计问题结合形成 的问卷进行调查。 结果 父母教养方式拒绝维度平均得分为(9.44±3.88)分, 情感温暖维度平均得分为(19.85±5.66)分。学生心理健康状况综合得分的平均值为(1.92±0.73)分, 女生心理健康状况得分比男生高[(1.97±0.74)(1.87±0.71)分], 差异有统计学意义( t = 5.06, P<0.01)。父母拒绝和情感温暖的教养方式与学生学习成绩存在线性关系(β值分别为 −0.54 和1.15, P值均<0.01)。学生心理健康状况在父母拒绝和情感温暖的教养方式与学生学习成绩之间起负向调节作用, 学生 心理健康状况越好, 父母教养方式对学习成绩的影响越大。 结论 父母教养方式与孩子学习成绩相关。父母应该给予孩 子更多的肯定、鼓励和赞扬, 以利于提高其学习成绩。