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

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.