The Relationship Between Rough Parenting And Learning Engagement

According to the theory of situational development,individuals develop continuously in the continuous interaction with the situation,and family and school are the core elements of individual development.Parenting behavior has a long-term impact on the physical and mental health of children and adolescents.Rough parenting has become a hot topic in the field of parenting because of its negative impact on the physical and mental development of children and adolescents.School is the second largest environment for children and the main place for education and teaching activities.Teachers,as one of the important others of students,perceive that teachers’ support plays an important role in improving their academic performance.Personal growth is not plain sailing,in the face of the unpleasant situation,the individual ability of self-regulation and,therefore,this study adopts questionnaire investigation rough raise junior middle school students parents,perceived teacher support,intentionality self-regulation,learning into the status quo,analysis of rough raise junior middle school students parents,perceived teacher support,intentionality self-regulation,learning the differences of investment in rich family level,and to explore their parents rough parenting,perceived teacher support,intentional self adjusting for the influence of in junior middle school students to learn.This study selected 1224 junior high school students from grade 7 to grade 9from 8 schools which are in the city of Guilin,Guangxi Zhuang autonomous region as the survey objects,and adopted the family prosperity scale,the parental rough parenting questionnaire,the perceived teacher support questionnaire,the intentional self-regulation questionnaire,and the learning involvementquestionnaire.The results are as follows:(1)on the whole,the score of parents’ rough parenting behavior is lower,the junior middle school students’ intentional self-regulation level and perceived teacher support score are higher,and the score of learning engagement is lower.(2)of the junior middle school students self adjusting and learning into the gender differences of intentionality and significant grade differences,intentional self adjusting,support,and perceived teacher learning into significant difference in the father’s cultural degree,intentional self-regulation,learning into significant difference in the mother’s cultural degree,rough raise junior middle school students parents,intentional self adjusting,support,and perceived teacher learning into significant difference on school types;(3)there is no significant difference in the level of family affluence between rough parenting by parents,and there are significant differences in the level of family affluence(low,medium,high)between junior middle school students’ intentional self-regulation,perceived teacher support,and learning involvement.(4)parents’ rough parenting significantly negatively predicted junior high school students’ intentional self-regulation,perceived teachers’ support and learning input;intentionality self-regulation significantly positively predicted junior high school students’ perception of teachers’ supportive behavior and learning involvement,and teachers’ support significantly positively predicted learning involvement.Parents rough intentionality self-regulation in parents’ rough investment intermediary role between parenting and learning,teachers perceived support in his parents’ rough parenting and learning into the mediation role,intentional self adjusting and perceived teacher support in his parents’ rough learning into chain intermediary role,and nurturing that rough raising through intentional self adjusting and perceived teacher support will affect learning of junior middle school students.