当今，社会对于高素质人才的需求不断增加，教育竞争日益激烈。家长在子女教育方面承受着巨大的压力，使其常常陷入焦虑的泥淖。面对父母的焦虑和繁重的课业负担，学生的学业倦怠日益加剧，严重影响学生的身心健康和发展。在我国九年制义务教育的背景下，初中生这一群体更加具有学业倦怠的易感性。因此，本研究将从家庭教育互动的视角，探索父母教育焦虑对初中生学业倦怠的影响，以及父母双方的教育焦虑对自身和伴侣教育卷入的影响。并在此基础上进一步探讨父亲和母亲的教育焦虑对初中生学业倦怠的不同作用机制，以及教育卷入和自主支持在其中起到的作用。

采用问卷法对初中生及其父母进行研究，共收集248组家庭一家三口的配对数据。使用Amos建立结构方程模型对主客体互倚模型和中介效应进行检验。

研究结果如下：

1. 父亲和母亲的教育焦虑均能够显著正向预测初中生学业倦怠。

2. 在教育焦虑和教育卷入的关系中，母亲的主客体效应均显著，母亲教育焦虑显著负向预测自身和父亲的教育卷入；父亲的主客体效应均不显著。

3. 父亲教育焦虑对初中生学业倦怠的直接效应显著，其余间接效应均不显著。

4. 母亲教育焦虑负向预测其教育卷入和父母自主支持，母亲教育卷入和自主支持均负向预测初中生学业倦怠，母亲教育卷入和父母自主支持在母亲教育焦虑与初中生学业倦怠间的中介效应显著。

结论：

1. 父亲和母亲的教育焦虑水平越高初中生学业倦怠水平越高。

2. 母亲的教育焦虑能够影响自身及伴侣的教育卷入。

3. 父亲和母亲的教育焦虑对初中生学业倦怠的影响存在不同的作用机制。

（1）父亲的教育焦虑能够通过直接作用对子女的学业倦怠产生影响；

（2）母亲的教育焦虑分别通过其教育卷入和父母自主支持的平行中介作用对子女的学业倦怠产生影响。

In today's society, the demand for high-quality talents continues to increase, leading to intensified educational competition. Parents bear tremendous pressure in their children's education, often plunging them into a quagmire of anxiety. Faced with parental anxiety and heavy academic burdens, students' academic burnout is intensifying, severely impacting their physical and mental well-being and overall development. Against the backdrop of compulsory education lasting nine years in China, junior high school students are particularly susceptible to academic burnout. Therefore, this study investigates how parental education anxiety influences academic burnout of junior high school students from the perspective of family educational interaction. It also investigates the effects of both parents' education anxiety on their own and their partners' involvement in education. Furthermore, the study delves into the differing mechanisms through which paternal and maternal education anxiety influence academic burnout among junior high school students, as well as the roles of parental education involvement and autonomy support therein.

The research using questionnaires was conducted on junior high school students and their parents, with the matching data of 248 groups of three families. Amos was used to establish a SEM to test the APIM and mediating effect.

The main research findings are as follows:

1. Both paternal and maternal education anxiety significantly positively predict junior high school students' academic burnout.

2. In the relationship between parental education anxiety and involvement, maternal main and interaction effects are significant, maternal education anxiety significantly negatively predicts her own and paternal education involvement.Paternal main and interaction effects are not significant.

3. Paternal education anxiety has a significant direct effect on junior high school students' academic burnout, with other indirect effects being non-significant.

4. Maternal education anxiety negatively predicts her education involvement and parental autonomy support. Both maternal education involvement and autonomy support negatively predict junior high school students' academic burnout. The mediating effects of maternal education involvement and parental autonomy support on the relationship between maternal education anxiety and junior high school students' academic burnout are significant.

Conclusion:

1. Both paternal and maternal education anxiety positively predict junior high school students' academic burnout.

2. Maternal education anxiety negatively predicts both her own and paternal involvement in education.

3. Paternal and maternal education anxiety operate through different mechanisms in influencing junior high school students' academic burnout.

     (1) Paternal education anxiety directly affects junior high school students' academic burnout.

 (2) Maternal education anxiety influences junior high school students' academic burnout through both maternal education involvement and perceived autonomy support from children.