Studies of Psychology and Behavior >
The Association Between Parental Autonomy Support and Learning Engagement of Senior High School Students: The Roles of Intentional Self-Regulation and School Connectedness
Received date: 2023-03-31
Online published: 2024-05-13
Copyright
To examine the association between parental autonomy support and learning engagement, as well as the underlying mechanism among senior high school students, 977 students were recruited to complete a set of scales measuring parental autonomy support, intentional self-regulation, school connectedness and learning engagement. The results showed that: 1) parental autonomy support could positively predict high school students’ learning engagement; 2) the mediating role of intentional self-regulation in parental autonomy support and learning engagement was significant; 3) both the direct relation between parental autonomy support and learning engagement, and the mediating effect of intentional self-regulation (the association between parental autonomy support and intentional self-regulation) were moderated by school connectedness. These findings not only highlight the important role of family and school coordination in promoting students’ adaptation and the underlying mechanism, but also have practical implications to promote family education and students’ adaptation.
Li WU , Yuanxiang GUO . The Association Between Parental Autonomy Support and Learning Engagement of Senior High School Students: The Roles of Intentional Self-Regulation and School Connectedness[J]. Studies of Psychology and Behavior, 2024 , 22(1) : 64 -70 . DOI: 10.12139/j.1672-0628.2024.01.009
| 鲍振宙, 张卫, 李董平, 李丹黎, 王艳辉. 校园氛围与青少年学业成就的关系: 一个有调节的中介模型. 心理发展与教育, 2013, 29 (1): 61- 70. | |
| 常淑敏, 郭明宇, 王靖民, 王玲晓, 张文新. 学校资源对青少年早期幸福感发展的影响: 意向性自我调节的纵向中介作用. 心理学报, 2020, 52 (7): 874- 885. | |
| 常淑敏, 宋育珊, 魏亦峰. 外部发展资源与青少年早期幸福感的关系: 内部发展资源和意向性自我调节的多重中介作用. 中国特殊教育, 2017, (5): 49- 55. | |
| 邓林园, 杨梦茜, 杨雨萌, 周楠, 李蓓蕾. 父母自主支持、父母心理控制和青少年网络成瘾的关系: 一项交叉滞后研究. 心理与行为研究, 2022, 20 (2): 190- 196, 254. | |
| 方来坛, 时勘, 张风华. 中文版学习投入量表的信效度研究. 中国临床心理学杂志, 2008, 16 (6): 618- 620. | |
| 洪新伟, 苗灵童, 范航, 宋明华, 朱婷婷, 刘燊, 张林. 父母婚姻冲突与青少年攻击行为的关系: 情绪安全感和学校联结的作用. 心理发展与教育, 2023, 39 (5): 726- 734. | |
| 贾绪计, 蔡林, 林琳, 林崇德. 高中生感知教师支持与学习投入的关系: 学业自我效能感和成就目标定向的链式中介作用. 心理发展与教育, 2020, 36 (6): 700- 707. | |
| 林间开, 陈雨漩, 陈沛, 喻承甫. 学校联结, 意向性自我调节与高中生未来取向的关系: 感恩的调节作用. 教育测量与评价, 2021, (12): 50- 58. | |
| 刘小先, 龚少英, 周治金, 封晓伟, 于全磊. 父母自主支持、心理控制与初中生创意自我效能的关系: 学业情绪的中介作用. 心理发展与教育, 2020, 36 (1): 45- 53. | |
| 彭顺, 牛更枫, 汪夏, 张红坡, 胡祥恩. 父母自主支持对青少年积极情绪适应的影响: 基本心理需要满足的中介与调节作用模型. 心理发展与教育, 2021, 37 (2): 240- 248. | |
| 谭丽苹, 李晴, 郭成. 师生关系对留守儿童学习投入的影响: 有调节的中介模型. 心理与行为研究, 2022, 20 (6): 782- 789. | |
| 王国霞, 盖笑松. 青少年期的意向性自我调节. 心理科学进展, 2011, 19 (8): 1158- 1165. | |
| 邢强, 郑程娜, 唐辉, 肖雨彤. 教师自主支持对初中生学校适应的影响: 有调节的中介模型. 教育测量与评价, 2021, (7): 47- 56. | |
| 殷颢文, 白学军. 学校联结对订单定向医学生学业成就的影响: 多重中介效应. 中国健康心理学杂志, 2022, 30 (12): 1846- 1851. | |
| 殷颢文, 贾林祥. 学校联结的研究现状与发展趋势. 心理科学, 2014, 37 (5): 1180- 1184. | |
| 喻承甫, 张卫, 曾毅茵, 叶婷, 李月明, 王姝君. 青少年感恩与问题行为的关系: 学校联结的中介作用. 心理发展与教育, 2011, 27 (4): 425- 433. | |
| 周爱保, 胡砚冰, 刘锦涛, 鲁小勇, 王有丽, 周滢鑫. 青少年社交焦虑与学习投入的关系: 意向性自我调节的解释作用及其年龄差异. 心理发展与教育, 2022, 38 (1): 54- 63. | |
| Adler, N. E., Epel, E. S., Castellazzo, G., & Ickovics, J. R.. Relationship of subjective and objective social status with psychological and physiological functioning: Preliminary data in healthy, white women. Health Psychology, 2000, 19 (6): 586- 592. | |
| Bailey, M., Cao, R., Kuchler, T., Stroebel, J., & Wong, A.. Social connectedness: Measurement, determinants, and effects. Journal of Economic Perspectives, 2018, 32 (3): 259- 280. | |
| Bond, L., Butler, H., Thomas, L., Carlin, J., Glover, S., Bowes, G., & Patton, G.. Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health, and academic outcomes. Journal of Adolescent Health, 2007, 40 (4): 9- 18. | |
| Brauer, J. R.. Cultivating conformists or raising rebels? Connecting parental control and autonomy support to adolescent delinquency. Journal of Research on Adolescence, 2017, 27 (2): 452- 470. | |
| Burns, E. C., Martin, A. J., & Collie, R. J.. A future time perspective of secondary school students’ academic engagement and disengagement: A longitudinal investigation. Journal of School Psychology, 2021, 84, 109- 123. | |
| Fite, P. J., Rubens, S. L., & Cooley, J. L.. Influence of contextual factors on academic performance in a sample of Latino adolescents: The moderating role of school attachment. Journal of Community Psychology, 2014, 42 (8): 924- 936. | |
| Gestsdóttir, S., & Lerner, R. M.. Intentional self-regulation and positive youth development in early adolescence: Findings from the 4-H study of positive youth development. Developmental Psychology, 2007, 43 (2): 508- 521. | |
| Gestsdóttir, S., & Lerner, R. M.. Positive development in adolescence: The development and role of intentional self-regulation. Human Development, 2008, 51 (3): 202- 224. | |
| Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86(1), 148–161. | |
| Lerner, R. M., Theokas, C., & Jelicic, H. (2005). Youth as active agents in their own positive development: A developmental systems perspective. In W. Greve, K. Rothermund, & D. Wentura (Eds.), The adaptive self: Personal continuity and intentional self-development (pp. 31–47). Göttingen, Germany: Hogrefe & Huber Publishers. | |
| Liu, Y. L., & Chang, H. T.. The role of effortful control in the relationships among parental control, intentional self-regulation, and adolescent obedience. Journal of Child and Family Studies, 2016, 25 (8): 2435- 2446. | |
| Maddox, S. J., & Prinz, R. J.. School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical Child and Family Psychology Review, 2003, 6 (1): 31- 49. | |
| McCurdy, A. L., Williams, K. N., Lee, G. Y., Benito-Gomez, M., & Fletcher, A. C.. Measurement of parental autonomy support: A review of theoretical concerns and developmental considerations. Journal of Family Theory & Review, 2020, 12 (3): 382- 397. | |
| Napolitano, C. M., Bowers, E. P., Gestsdóttir, S., & Chase, P. A.. The development of intentional self-regulation in adolescence: Describing, explaining, and optimizing its link to positive youth development. Advances in Child Development and Behavior, 2011, 41, 19- 38. | |
| Pinquart, M.. Associations of parenting styles and dimensions with academic achievement in children and adolescents: A meta-analysis. Educational Psychology Review, 2016, 28 (3): 475- 493. | |
| Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183–203). Rochester, NY: University of Rochester Press. | |
| Sampasa-Kanyinga, H., Chaput, J. P., & Hamilton, H. A.. Social media use, school connectedness, and academic performance among adolescents. The Journal of Primary Prevention, 2019, 40 (2): 189- 211. | |
| Shute, R., Maud, M., & McLachlan, A.. The relationship of recalled adverse parenting styles with maladaptive schemas, trait anger, and symptoms of depression and anxiety. Journal of Affective Disorders, 2019, 259, 337- 348. | |
| Stefansson, K. K., Gestsdottir, S., Birgisdottir, F., & Lerner, R. M.. School engagement and intentional self-regulation: A reciprocal relation in adolescence. Journal of Adolescence, 2018, 64 (1): 23- 33. | |
| Vasquez, A. C., Patall, E. A., Fong, C. J., Corrigan, A. S., & Pine, L.. Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educational Psychology Review, 2016, 28 (3): 605- 644. | |
| Vrolijk, P., Van Lissa, C. J., Branje, S. J. T., Meeus, W. H. J., & Keizer, R.. Longitudinal linkages between father and mother autonomy support and adolescent problem behaviors: Between-family differences and within-family effects. Journal of Youth and Adolescence, 2020, 49 (11): 2372- 2387. | |
| Wang, Q., Pomerantz, E. M., & Chen, H. C.. The role of parents’ control in early adolescents’ psychological functioning: A longitudinal investigation in the United States and China. Child Development, 2007, 78 (5): 1592- 1610. | |
| Wilson, D.. The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health, 2004, 74 (7): 293- 299. |
/
| 〈 |
|
〉 |