Parenting Styles And Learning Engagement Of Junior Middle School Students

Learning engagement is a key indicator to measure students’ academic performance and learning quality,and is of great significance to individual academic progress and mental health development.As a positive psychological resource within the individual,core self-evaluation will have a certain impact on the individual’s learning investment.Parenting style,as an important environmental factor,may have an indirect impact on an individual’s own learning engagement.In view of this,this study explores whether there is a mediating effect of core self-evaluation between the parenting style and learning engagement of junior high school students based on ecosystem theory,so as to improve the level of learning engagement through the intervention of core self-evaluation of junior high school students.Study 1 used the Parenting Style Scale,Core self-evaluation Scale,and Learning Engagement Scale to conduct a questionnaire survey on 664 junior high school students in two middle schools in Fujian Province to explore the basic status of parenting style,core self-evaluation,and learning engagement among junior high school students and the relationship among the three.The results of the study are as follows:1.There are significant differences in the parenting style and core self-evaluation of junior high school students in gender,grade,place of origin and parental education level.There are significant differences in the learning engagement of junior high school students in grade,place of origin and parental education level,and no significant difference in gender.2.Parental emotional warmth was significantly and positively related to core self-evaluation and learning engagement,parental rejection and overprotection were significantly and negatively related to core self-evaluation and learning engagement,and core self-evaluation was significantly and positively related to learning engagement.3.Core self-evaluation partially mediated between the parental emotional warmth,parental rejection dimension and learning engagement,and core self-evaluation fully mediated between the parental overprotection dimension and learning engagement.Study 2 used a(pre-test,post-test)× 2(experimental group,control group)mixed design experimental approach and design core self-evaluation group-assistance intervention programme.A total of 24 junior high school students from a middle school in Fuzhou City,Fujian Province were selected as the research subjects,and there were 12 students in the experimental group and 12 in the control group,of which eight group auxiliary interventions were carried out in the experimental group,and the control group attended regular psychology classes.After the intervention,the two groups of participants were tested on core self-evaluation and learning engagement.It was found that the group auxiliary intervention with the theme of core self-evaluation had a good effect on improving the core self-evaluation and learning engagement of junior high school students.