The Relationship Between Parenting Style And Academic Achievement Of Junior High School Students

The educational function played by individual family environment attracts the attention of parents and educators.Different parenting styles not only affect children's academic autonomy,but also affect their judgment of their own academic value,and finally show different academic achievements.At present,many scholars in China have explored the direct and simple relationship between family education and academic achievement,and gradually began to discuss the inner psychological mechanism.This study first explores the relationship between parenting style and academic achievement of junior high school students,and then investigates whether there is an intermediary effect between self-regulated learning and academic self-concept.Junior middle school stage is the critical period to cultivate students self-regulation learning ability and academic self-concept,the formation of self-regulation learning ability and the establishment of academic self-concept not only can stimulate the junior middle school students learning initiative and awareness,but also can promote the all-round development of students,and finally helps to promote students' learning level and comprehensive ability.In this study,767 junior high school students were selected as the research objects.They completed the simple parenting style questionnaire,independent learning questionnaire and academic self-description questionnaire anonymously.SPSS23.0 software package and PROCESS plug-in were used for data analysis to explore the influence mechanism of self-regulated learning and academic self-concept on parental rearing style of junior high school students on academic achievement.Based on the research results,the following results were drawn:1.In terms of gender,there were significant differences in parental warmth,father rejection,self-regulated learning and academic achievement.In grade 1,there are significant differences in learning time planning,grade 1 is higher than grade 2;In terms of whether to be an only child,parents' warmth,independent monitoring of learning process and academic self-concept have significant differences,and the only child is significantly higher than the non-only child.Other variables were not significantly different in gender,grade and non-only child.2.Parental warmth was positively correlated with self-regulated learning,academic self-concept and academic achievement.Parental rejection was negatively correlated with self-regulated learning,academic self-concept and academic achievement.There was a significant negative correlation between parental overdose and self-regulated learning,but no significant correlation with other variables.3.Self-regulated learning mediates between parenting style and academic achievement.Academic self-concept mediates between parenting style and academic achievement.Self-regulated learning and academic self-concept have a chain mediating effect between parenting style and academic achievement,that is,the parenting style of junior high school students indirectly affects academic achievement through self-regulated learning and academic self-concept.In a word,this study found that individual academic achievement is influenced by factors such as family environment,self,self-related regulating learning behavior and academic self-concept.The above factors have a complete chain mediating effect on academic achievement.