Jiang Ruyi, Fan Ruomeng, Zhang Yue, Li Yunxing
Research Center for Comprehensive Improvement of High-Quality Education, Institute of Teacher Education, Zhejiang Normal University, Jinhua, China.
Front Psychol. 2022 Aug 10;13:953550. doi: 10.3389/fpsyg.2022.953550. eCollection 2022.
This study investigated new avenues for understanding the association between parental autonomy support and academic engagement among Chinese secondary vocational students based on Self-Determination Theory and Career Construction Theory. We highlighted the mediator role of career adaptability and career decision-making self-efficacy in the relationship between parental autonomy support and academic engagement. Using self-reported data from 1,930 secondary vocational students in a city in Central China, we performed correlation analysis and mediation analysis by using SPSS and Mplus. The results revealed that parental autonomy support was positively associated with students' academic engagement. Moreover, as an adaptability resource and adapting response, career adaptability and career decision-making self-efficacy played mediating roles between parental autonomy support and academic engagement. These findings offered crucial empirical evidence for understanding the association between parental support and academic engagement among Chinese secondary vocational students. Meanwhile, it also validated the application of Career Construction Theory in a sample of secondary vocational students in China and provided constructive insights for implementing diverse support measures to boost their academic and career development.
本研究基于自我决定理论和职业建构理论，探索理解中国中等职业学校学生家长自主支持与学业投入之间关联的新途径。我们强调了职业适应能力和职业决策自我效能感在家长自主支持与学业投入关系中的中介作用。利用来自中国中部某市1930名中等职业学校学生的自陈式数据，我们使用SPSS和Mplus进行了相关分析和中介分析。结果显示，家长自主支持与学生学业投入呈正相关。此外，作为一种适应资源和适应性反应，职业适应能力和职业决策自我效能感在家长自主支持与学业投入之间起中介作用。这些发现为理解中国中等职业学校学生家长支持与学业投入之间的关联提供了关键的实证依据。同时，这也验证了职业建构理论在中国中等职业学校学生样本中的应用，并为实施多样化支持措施以促进他们的学业和职业发展提供了建设性的见解。
