Song Lili, Zhan Qiqi, Cao LuSheng, Luo Runfeng
Xiamen City University/Xiamen Open University, Xiamen, China.
Institute of Education, Xiamen University, Xiamen, China.
Psicol Reflex Crit. 2024 Nov 18;37(1):45. doi: 10.1186/s41155-024-00330-1.
The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates.
The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture.
The present study recruited 1908 undergraduates in China.
The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement.
The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement.
These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed.
家长支持对青少年在在线学习中的作用已得到验证。然而，本科生受到的关注较少。
本研究采用自陈式问卷，在中国文化背景下，调查了在线环境中自我调节在家长自主支持与学业投入（认知、行为和情感维度）之间的中介作用。
本研究招募了1908名中国本科生。
学生们完成了家长自主支持、自我调节以及学业投入三个子维度的测量。
结果表明，家长自主支持对在线学习中学业投入的三个子维度有直接且显著的影响。自我调节部分中介了家长自主支持与学业投入三个子维度之间的关系。
这些发现表明，家长应自主支持学生，以促进他们在认知、行为和情感方面的投入。此外，部分中介作用解释了家长自主支持如何影响学业投入的三个子维度。研究还讨论了局限性和教育意义。
