The Effect Of Parental Emotional Warmth On Middle School Students’ Academic Self-concept:The Mediating Role Of Self-control

Middle school is the key stage of individual growth and development.Academic self-concept has been widely concerned as an important factor affecting the academic development of middle school students.Studies have shown that a good family education environment can promote the formation of positive academic self-concept of middle school students,and ultimately show different academic achievements.Parents’ emotional warmth will affect the development level of middle school students’ academic self-concept,but its influence path and internal mechanism remain to be explored.In addition to the external influence factor of parents’ emotional warmth,high level of self-control can also be a favorable factor for middle school students to establish a positive academic self-concept.However,it has been unclear whether self-control plays a mediating role between parental emotional warmth and academic self-concept.Therefore,this study selected 963 middle school students from two middle schools(junior high school and senior high school)in Tongliao City,Inner Mongolia as research objects,and adopted the Chinese version of the simplified parenting style questionnaire,the general academic self-concept scale and the questionnaire of middle school students’ self-control ability to explore whether self-control ability plays a mediating role in the relationship between parents’ emotional warmth and middle school students’ academic self-concept.Here are the main findings of the study:1.There are significant differences in the academic self-concept of middle school students mainly in gender,place of origin and grade,but no significant differences in whether they are the only child.The dimension of academic achievement value has a significant difference in gender(girls > boys).The dimensions of perceived academic ability and academic emotional experience have significant differences in the places of origin(urban > rural),and the dimensions of academic achievement value have significant differences in grades(senior one,senior two >senior three).2.There are significant differences in the emotional warmth of middle school students’ parents mainly in the place of origin and grade,but no significant differences in gender and whether the parents are the only child.There were significant differences in the scores of parents’ emotional warmth and the dimensions of mothers’ emotional warmth in the places of origin(urban >rural).There were significant differences in the score of parents’ emotional warmth and the dimension of father’s emotional warmth in grades(Grade one,grade two > grade three).3.There are significant differences in the self-control ability of middle school students mainly in gender and student origin,but no significant differences in the only child or not and grade.There were significant gender differences in the total score of self-control ability and behavioral control(girls > boys).The total score of self-control and its dimensions were significantly different in the source area(urban > rural)4.There is a significant positive correlation between parents’ emotional warmth and middle school students’ academic self-concept.There is a significant positive correlation between parents’ emotional warmth and the self-control ability of middle school students,and the self-control ability is significantly positive correlation with the academic self-concept of middle school students.5.The self-control ability of middle school students partially mediates the relationship between parents’ emotional warmth and their academic self-concept.The indirect effect mediated by self-control accounted for 26.10% of the total effect of father’s emotional warmth on academic concept.Accounting for 22.98% of the total effect of maternal emotional warmth on academic concept.To sum up,this study concludes that parents’ emotional warmth can have a direct impact on middle school students’ academic self-concept,and can also influence their academic self-concept through self-control ability.This study provides empirical evidence for middle school students to establish positive academic self-concept,and focuses on the learning process by increasing parents’ emotional support.Provide some educational suggestions on improving students’ self-control and stimulating intrinsic motivation.