教育焦虑, 入学适应, 自主性, 小学新生, 日记法

To explore the relationship between maternal educational anxiety and school adaptation of primary school new students, 183 primary school new students were enrolled to investigate students’ weekly adaptation and maternal weekly educational anxiety for the first 15 weeks after they entered primary school. Students’ autonomy was also investigated once. Dynamic structural equation modeling was used for analysis. Results showed that maternal educational anxiety of the previous week negatively predicted students’ school adaptation of the next week. Students’ autonomy played the moderating role between maternal educational anxiety and students’ school adaptation. For students with high autonomy, as students’ autonomy increased, the effect of maternal educational anxiety on students’ school adaptation grew. For students with low autonomy, maternal educational anxiety could not affect students’ school adaptation. These results suggest that maternal educational anxiety could impede school adaptation of primary school new students, students’ autonomy plays the moderating role.

educational anxiety, school adaptation, autonomy, primary school new students, daily diary method