Chen Xueliang, Hu Jie
Department of Linguistics, Zhejiang University, Hangzhou, China.
Front Psychol. 2021 Oct 20;12:746608. doi: 10.3389/fpsyg.2021.746608. eCollection 2021.
Parental support is essential to children's motivation and academic functioning. However, few studies have investigated the pathways linking perceived parental support to children's achievement in reading during adolescence. This study aims to fill this gap by systematically investigating the relationships among perceived support from parents, adolescents' motivational beliefs, and reading proficiency based on Bandura's social cognitive theory. A range of motivational processes are explored, including self-efficacy, goals, and values. Using the China sample from the Programme for International Student Assessment (PISA) 2018, which includes 12,058 adolescents from 361 schools, this study proposed two competing models based on different accounts of self-efficacy beliefs. Multilevel path analysis is adopted as the analytic method. The results suggest that perceived support from parents has a statistically significant but negligible relationship with adolescents' reading proficiency. However, this relationship is mediated by nuanced pathways such as self-efficacy beliefs, mastery goal orientation, and reading enjoyment. Findings of this study provide evidence in support of the top-down theory of self-efficacy in the reading context and also contribute to a better understanding of the interactions between different motivational processes. Theoretical and practical implications of this study are discussed, and suggestions for future research are offered.
父母的支持对孩子的学习动机和学业表现至关重要。然而，很少有研究探讨在青少年时期，感知到的父母支持与孩子阅读成绩之间的联系途径。本研究旨在基于班杜拉的社会认知理论，通过系统调查父母的支持、青少年的动机信念和阅读能力之间的关系来填补这一空白。研究探索了一系列动机过程，包括自我效能感、目标和价值观。本研究使用了2018年国际学生评估项目（PISA）的中国样本，其中包括来自361所学校的12058名青少年，基于对自我效能信念的不同解释提出了两个相互竞争的模型。采用多层路径分析作为分析方法。结果表明，感知到的父母支持与青少年的阅读能力之间存在统计学上显著但微不足道的关系。然而，这种关系是由自我效能信念、掌握目标导向和阅读乐趣等细微途径介导的。本研究结果为阅读情境中自我效能的自上而下理论提供了证据，也有助于更好地理解不同动机过程之间的相互作用。讨论了本研究的理论和实践意义，并提出了未来研究的建议。
