父母教养方式对高中生学习投入的影响:一个链式中介效应模型
The Impact of Parental Rearing Style on Learning Engagement among Senior High School Students: A Serial Mediation Effect Model

在积极心理学视角下，采用整群取样法抽取河南省郑州、开封、许昌、平顶山四市各一所省示范性高中的高一和高二学生共1128名，使用父母教养方式问卷、学习投入量表、心理控制源量表和心理韧性量表进行问卷调查，探讨父母教养方式对高中生学习投入的影响，着力考察心理控制源和心理韧性在其中的链式中介效应。结果表明：父母积极和消极教养方式分别正向和负向预测高中生的学习投入；父母积极和消极的教养方式均通过心理控制源和心理韧性的中介作用对高中生学习投入产生影响，且该中介作用包含了三条路径：心理控制源的单独中介效应，心理韧性的单独中介效应，以及心理控制源-心理韧性的链式中介效应。
From the perspective of positive psychology, this study explored the influence of parental rearing style on learning engagement among high school students, largely focusing on the mediating effects of locus of control and resilience. We selected one model senior high school in each of the following cities:Zhengzhou, Kaifeng, Xuchang and Pingdingshan of Henan Province. With cluster sampling, a total of 1128 students in grade one and grade two from the four schools were recruited to complete a battery of questionnaires, including parental rearing style questionnaire, learning engagement scale, locus of control scale, and resilience scale. The results showed that positive parental rearing style positively predicted high school students' learning engagement, whereas negative parental rearing style negatively predicted high school students' learning engagement; both positive and negative parental rearing styles influenced high school students' learning engagement through the mediation effects of locus of control and resilience, and the mediation effects contained the three paths:the separate mediation effect of locus of control, the separate mediation effect of resilience, and the serial mediation effect of locus of control and resilience.