The Influence of Parents ‘Language Scaffold Style on Adolescents’ Academic Resilience
Main Article Content
Keywords
parental language scaffolding, academic resilience, self-efficacy, learning motivation, chain mediation
Abstract
Based on Vygotsky’s sociocultural theory, this study systematically deconstructs the core dimension of parental language ‘scaffolding’ style, reveals its direct effect on adolescents’ academic resilience, as well as the chain mediating role of self-efficacy and learning motivation through empirical analysis, and further explores the moderating effect of group differences and academic stress situations. The results show that the parental language ‘scaffolding’ style has a significant positive predictive effect on adolescents’ academic resilience, and self-efficacy and learning motivation form a chain mediating path. There is heterogeneity in this influence relationship between adolescents with different individual characteristics, and the adaptability of interaction patterns in academic stress scenarios will moderate this effect. This study not only enriches the theoretical research on parental language intervention and adolescents’ academic development, but also provides an empirical basis and strategic reference for optimizing parental language interaction patterns and improving adolescents’ academic resilience in family education practice.
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