The Influence of Parent-Child Relationship on Pupils’ Learning Motivation: The Mediating Role of Teacher-Student Relationship

Authors

  • Yuzhu Ren Teachers College of Beijing Union University, Beijing, 100011, China
  • Shixiang Liu Teachers College of Beijing Union University, Beijing, 100011, China

DOI:

https://doi.org/10.30564/jpr.v4i3.4828

Abstract

Objective: The study is to analyze the influence of parent-child relationship on pupils’ learning motivation, and to explore the mediating mechanism of teacher-student relationship in parent-child relationship and learning motivation. Method: This study conducted a questionnaire survey on 213 pupils in Grades 5 and 6 in two schools in Beijing using Pianta’s teacher-student relationship scale revised by Qu, Dornbush’s parent-child intimacy scale revised by Zhang and the learning motivation scale adapted by Hu. Results: Gender, grade, whether they are the only child and to be a class cadre or not show significant differences in some dimensions of parent-child relationship, teacherstudent relationship and learning motivation. The total scores of parent-child relationship, teacher-student relationship and learning motivation are positively correlated, and some sub dimensions are also significantly correlated. Parentchild relationship and teacher-student relationship have a significant positive predictive effect on learning motivation, and parent-child relationship has a significant positive predictive effect on teacher-student relationship. Teacher-student relationship plays a mediating role in the influence of parent-child relationship on learning motivation. Conclusions: Parent-child relationship can promote the relationship between teachers and students, and then enhance pupils’ learning motivation.

Keywords:

Parent-Child relationship; Teacher-Student relationship; Learning motivation; Pupil

References

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How to Cite

Ren, Y., & Liu, S. (2022). The Influence of Parent-Child Relationship on Pupils’ Learning Motivation: The Mediating Role of Teacher-Student Relationship. Journal of Psychological Research, 4(3), 6–13. https://doi.org/10.30564/jpr.v4i3.4828

Issue

Vol. 4 , Iss. 3 (July 2022)

Article Type

Article

License

Copyright © 2022 Shixiang Liu, Yuzhu Ren

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.

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