The Relationship Between Parental Rejection And High School Students’ Learning Engagement:The Mediating Effect Of Self-Control And The Moderating Effect Of Psychological Capital

Learning engagement is a continuous and positive emotional state of mind in which individuals show enthusiasm,focus and immersion in learning.It is specifically divided into three dimensions: vitality,dedication and focus.Among the many factors that affect learning input,family factors are particularly important,especially the negative parenting style of parents’ rejection,which can not be ignored.Parental rejection refers to a series of negative parenting styles that cause physical and psychological harm to children,such as parents’ behaviors and emotions making them feel warm,lack of support and love or be inhibited.Parents’ acceptance rejection theory points out that individuals who have experienced parents’ rejection in the early stage are more likely to have physical and mental health problems.It is gratifying to note that previous studies have found that self-control is a psychological ability that can help individuals consciously and flexibly adjust themselves in the face of stimuli to achieve long-term goals.Self control is positively correlated with positive psychological capital such as subjective well-being.So,does self-control and psychological capital play a role between parental rejection and learning input? Is it mediation or regulation? Considering the importance of learning input in senior high school,this research takes senior high school students as the research object to explore how parental rejection "affects" senior high school students’ learning input,and the role of self-control and psychological capital between parental rejection and learning input.The study used the refusal subscale of the Chinese version of the Simple Parental Rearing Style Scale,the Learning Investment Scale,the Self control Scale and the Psychological Capital Scale,and used cluster sampling to investigate 700 students in senior one and senior two of three municipal schools in Qujing City,Yunnan Province.A total of 619 questionnaires were collected after eliminating invalid questionnaires.The results show that:First,there are significant differences in grade(t = 3.17,p < 0.01),family location(t =-2.96,p < 0.01)and parents ’ education level(t =-2.94,p < 0.01).High school students with grade 1,rural areas and high parents ’ education level have higher scores in parental rejection.There is a significant difference in learning engagement in family location(t = 2.77,p < 0.01),and rural high school students have a higher level of learning engagement.Second,parental rejection can significantly predict self-control,a =-0.34,SE =0.05,p < 0.001.Parental rejection and self-control enter the regression equation at the same time.Parental rejection significantly predicts learning engagement,c ’ =-0.40,SE = 0.09,p < 0.001.Self-control can significantly predict learning engagement,b =0.72,SE = 0.08,p < 0.001.The bias-corrected percentage Bootsrap test showed that self-control had a significant mediating effect between parental rejection and learning engagement,ab =-0.24,Boot SE = 0.06,95 % confidence interval [-0.38,-0.14 ],the proportion of mediating effect to total effect = ab /(ab + c ’)* 100 % = 37.96 %.Third,the product of parental rejection and psychological capital was not significant in predicting self-control(β=-0.52,p > 0.05).The product of parental rejection and psychological capital significantly predicted learning engagement(β =-0.10,p< 0.01).The product of self-control and psychological capital significantly predicted learning engagement(β=-0.57,p < 0.01).Conclusion :First,parents refuse to significantly negatively predict high school students ’learning engagement.Second,self-control plays a partial mediating role between parental rejection and learning engagement : parental rejection can directly predict high school students ’learning engagement;self-control can also indirectly affect learning engagement.Thirdly,in the mediating path of ’ parental rejection → self-control → learning engagement ’,psychological capital not only plays a moderating role in the main effect,but also plays a moderating role in the second half path : high psychological capital has a buffering effect on the negative impact of parental rejection and high school students ’ learning engagement,and high school students with low psychological capital need the protection of self-control.Educational recommendations :From a family perspective,parental rejection was negatively correlated with student engagement in high school.Therefore,it is recommended that parents adopt a positive parenting style to treat high school students at home,to give more care and support;from the perspective of school,high psychological capital has a buffering effect on the negative impact of parental rejection and high school students ’ learning engagement.Therefore,the dimensions of psychological capital(self-efficacy,hope,optimism and resilience)can be combined with high school students learning life scenarios to develop appropriate courses.From the individual point of view,high school students with low psychological capital need more protection of self-control.So high school students themselves to realize the importance of self-control ability,and constantly hone and enhance self-control ability.