Relationship Between Parental Psychological Control And Academic Achievement Of Senior One Student

There are many factors affecting middle school students' academic achievement including the internal factors such as students' intelligence,the external factors such as parenting style,school atmosphere,peer relationship,and non-intellectual factors such as personal will quality,learning emotion and learning motivation.As a negative way of parenting style,parental psychological control means that parents manipulate their children's thoughts and emotions according to their own wishes,which has a negative impact on their children's autonomous development and mental health.In order to explore the role of students' study self-control and study engagement between parental psychological control and students' academic achievement,two studies were designed.In the first study,566 senior one students from two middle schools in Zhangzhou City,Fujian Province were tested with Parental Psychological Control Scale,study Self-Control Force Scale and study Engagement Scale.The results showed that:(1)Parental psychological control was negatively correlated with academic achievement,study self-control and study engagement;and there was a significant positive correlation between study self-control and study engagement and academic achievement.(2)study self-control and study engagement play partial mediation in the influence of parental psychological control on academic achievement.In the second study,in order to verify the research-relationship path,and to investigate the influence of parental psychological control level on students' study self-control and study engagement,30 high-score and low-score students with parental psychological control were selected,and distraction inhibition task was used.Chinese neutral words and pictures were used as experimental materials.Eye tracking technology was used to collect eye movement indicators in their study process.The results showed that:(1)The correct rate of free recall of subjects with high level of parental psychological control was lower than that of subjects with low level of parental psychological control,but the difference was not significant;(2)Attention bias existed in the completion of distraction inhibition task in groups with high and low level of parental psychological control,that is,students with low level of parental psychological control had significantly more fixation time and processing times on targetstimulus than those with low level of parental psychological control.Higher-grouped students had the opposite gaze time on distracting stimuli.In conclusion,parental psychological control can affect their academic achievement through study self-control and study engagement.Individuals with high levels of parental psychological control have lower levels of study self-control and study engagement than those with low levels of parental psychological control.