The Relationship Between Parenting Style And High School Students’ Learning Engagement:The Role Of Moderating Focus And Academic Self-Efficacy

Learning engagement is a positive factor affecting students’ learning life and an important index to measure the quality of education and students’ development.The purpose of this study was to explore the effects of parenting style on high school students’ learning engagement and the relationship between moderating focus and academic self-efficacy.To this end,890 senior high school students were investigated by using the Chinese Simplified Parenting Style Questionnaire,the Learning Engagement Scale,the General Regulatory Focus Questionnaire and the Academic Self-efficacy Questionnaire.The results show that :(1)high school students’ learning engagement and its three dimensions are at a medium level slightly above.The dimensions of learning engagement,vitality and dedication of high school students from intact families are significantly larger than those from incomplete families.(2)Paternal rejection was negatively correlated with promoting focus and other variables,but not with defense focus.Maternal rejection and paternal overprotection were negatively correlated with other variables except for regulating focus.There was significant positive correlation between parental emotional warmth and all variables.Maternal overprotection was significantly positively correlated with defense focus,not significantly correlated with promotion focus,and significantly negatively correlated with other variables.(3)Parental overprotection affects learning engagement through academic self-efficacy;Parental emotional warmth affects learning engagement through a chain mediating effect that promotes focus and academic self-efficacy.To this end,the following suggestions are put forward :(1)parents should reduce the over-protection of their children and give them more space for free development;(2)Parents should take on corresponding family roles,improve family functions and give their children more company;(3)Parents need to provide warmth and care for their children;(4)Training promotes the formation of goals;(5)Teachers support and affirm students;(6)Cultivate direct experience and use substitute experience;(7)Training the correct attribution pattern;(8)Have reasonable academic expectations for students.