中文摘要：

目的：探讨自我调节学习在小学高年级学生父母教育卷入及学习成绩的中介作用.方法：采用分层整群抽样法,在山东省聊城市两所普通小学的四、五、六年级中抽取6个班级的学生及其家长作为被试进行集体施测.对小学高年级学生家长发放《小学生父母教育卷入行为问卷（父母回答版）》965份,有效问卷813份,对学生发放《自我调节学习量表（中文版）》821份,筛选有效问卷632份,最后收集学生的期中考试语文及数学成绩作为学业成绩.结果：小学生的自我调节学习及父母教育卷入对学习成绩均有良好的预测作用,同时,自我效能感及考试焦虑在亲子沟通及学习成绩间起特定中介作用.

英文摘要：

Objective：To investigate the mediation effect of self‐regulating learning in parent involve‐ment and academic achievement in higher elementary school students .Method：We select students in 6 classes and their parents as our subjects using stratified cluster sampling method through four‐six grade in two ordinary primary school in Liaocheng ,Shandong .Parent involvement questionnaire were admin‐istered to 965 parents ,813 scales were valid .At the same time ,Motivated Strategies for Learning Questionnaire （MSLQ） were send to 821 students ,632 scales were valid .At last we collected the scores of language and math in Midterm Exam as their academic achievement .Result ：Self‐regulated learning and parent involvement in higher elementary school students both have a good predictive effect on aca‐demic achievement .At the same time ,self‐efficacy and test anxiety play a partial mediation effect be‐tween parent‐child communication and academic achievement .