Author(s)

Jiaxin Zhang, Pengfei Yue^*

School of Educational Science, Xinyang Normal University, Xinyang, China.

Objectives: In previous studies, there was still a lack of discussion on the impact mechanism of harsh parenting on learning engagement. This study discussed the mediating role of perceived self-efficacy in managing negative affect (NEG) between harsh parenting and learning engagement according to the Development-in-Sociocultural-Context Model for Children’s Engagement in Learning, and investigated the moderating role of mindfulness between them. Methods: A total of 742 junior middle school students were tested by Harsh Parenting Questionnaire, The Scale of Regulatory Emotional Self-efficacy, Utrecht Work Engagement Scale-student and Mindfulness Attention Awareness Scale. Results: 1) Harsh parenting negatively predicts learning engagement; 2) NEG plays a mediating role between harsh parenting and learning engagement; 3) Mindfulness can moderate the relationship between harsh parenting and learning engagement. Specifically, compared with low mindfulness individuals, harsh parenting has a stronger negative predictive effect on learning engagement of high mindfulness individuals. Mindfulness is a vulnerable factor of stress in the influence of harsh parenting on learning engagement. Conclusions: Harsh parenting can reduce individual learning engagement by damaging NEG, and the protective effect of mindfulness on learning engagement of harsh parented individuals is limited.

Harsh Parenting, Perceived Self-Efficacy in Managing Negative Affect, Learning Engagement, Mindfulness, Stress-Vulnerability Hypothesis

Zhang, J. and Yue, P. (2021) The Influence of Harsh Parenting on Middle School Students’ Learning Engagement: The Mediating Effect of Perceived Self-Efficacy in Managing Negative Affect and the Moderating Effect of Mindfulness. Psychology, 12, 1473-1489. doi: 10.4236/psych.2021.1210093.