Li Yan, Sueb Rosilawati, Said Hashim Khadijah
School of Language and Cultures, Youjiang Medical University for Nationalities, Baise, China.
Faculty of Education, Universiti Teknologi MARA, UiTM Puncak Alam Campus, Selangor, Malaysia.
Front Psychol. 2025 Apr 28;16:1503473. doi: 10.3389/fpsyg.2025.1503473. eCollection 2025.
This study, based on Ecological Systems Theory and Self-Determination Theory, explores the relationships between parental autonomy support, teacher autonomy support, peer support, and university students' academic engagement from a positive psychology perspective, as well as the mediating roles of basic psychological needs and autonomous motivation.
A questionnaire survey was conducted with 416 university students from four universities in Guangxi, using the Academic Engagement Scale, Parental Autonomy Support Scale, Teacher Autonomy Support Scale, Peer Support Scale, Basic Psychological Needs Scale, and Learning Motivation Scale.
(1) Teacher autonomy support was significantly positively associated with university students' academic engagement; peer support was significantly negatively associated with academic engagement; parental autonomy support was not significantly associated with academic engagement. (2) Basic psychological needs significantly mediated the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement. (3) Autonomous motivation significantly mediated the relationships between parental autonomy support, teacher autonomy support, and academic engagement, while it was not significantly associated with the relationship between peer support and academic engagement. (4) Basic psychological needs and autonomous motivation played a chain-mediating role in the relationships between parental autonomy support, teacher autonomy support, peer support, and academic engagement.
Teacher, parental, and peer support influence university students' academic engagement through different pathways, with basic psychological needs and autonomous motivation serving as important "bridging" factors.
本研究基于生态系统理论和自我决定理论，从积极心理学视角探讨父母自主支持、教师自主支持、同伴支持与大学生学习投入之间的关系，以及基本心理需求和自主动机的中介作用。
对广西四所大学的416名大学生进行问卷调查，使用学习投入量表、父母自主支持量表、教师自主支持量表、同伴支持量表、基本心理需求量表和学习动机量表。
（1）教师自主支持与大学生学习投入显著正相关；同伴支持与学习投入显著负相关；父母自主支持与学习投入无显著相关。（2）基本心理需求在父母自主支持、教师自主支持、同伴支持与学习投入之间的关系中起显著中介作用。（3）自主动机在父母自主支持、教师自主支持与学习投入之间的关系中起显著中介作用，而在同伴支持与学习投入的关系中无显著相关。（4）基本心理需求和自主动机在父母自主支持、教师自主支持、同伴支持与学习投入之间的关系中起链式中介作用。
教师、父母和同伴支持通过不同途径影响大学生的学习投入，基本心理需求和自主动机是重要的“桥梁”因素。
