摘要
Abstract
Objective To explore the impact of paternal co-parenting on adolescent academic engagement,and investigate the roles of core self-evaluation and growth mindset in this relationship.Methods Junior high school students were assessed using the adolescent version of the co-parenting scale(father version),the Utrecht work engagement scale-student(UWES-S),the core self-evaluations scale(CSES),and the growth mindset scale through online platform.A total of 844 valid questionnaires were collected,and the relevant data were statistically analyzed.Results There were significant positive correlations among paternal co-parenting,academic engagement,core self-evaluation,and growth mindset(r=0.26-0.61,all P<0.001).The mediation analysis showed that paternal co-parenting had a significant direct effect on academic engagement(β=0.22,P<0.001).Core self-evaluation significantly mediated this relationship,with a mediation effect size of 0.22(95%CI:0.17-0.27),accounting for 50%of the total effect.The moderation analysis indicated that growth mindset moderated both the direct effect of paternal co-parenting on academic engagement(β=0.13,P<0.001)and the indirect effect through core self-evaluation(β=-0.20/-0.16,P<0.001).Specifically,the direct effect was significant for adolescents with higher growth mindset levels,whereas the indirect effect was significant for those with lower growth mindset levels.Conclusion Paternal co-parenting not only directly positively influences academic engagement,but also indirectly affects it through the mediating role of core self-evaluation,with this relationship being moderated by growth mindset.Particular attention should be given to the role of paternal co-parenting for adolescents with lower growth mindset levels,which may help enhance their core self-evaluation and academic engagement.关键词
共同养育/学习投入/核心自我评价/成长型思维/青少年Key words
co-parenting/academic engagement/core self-evaluation/growth mindset/adolescents
