Hung Meng-Te, Hung Li-Ching, Sun Songjie
Minnan Normal University, School of Liberal Arts, 36 Xian-qian-zhi Street, Zhangzhou City, Fujian 363000, China.
Yango University, School of Cross-Border E-Commerce, Department of Business English, No.99, Denglong Road, Economic and Technological Development Zones, Fuzhou City, Fujian Province, China.
Acta Psychol (Amst). 2025 Sep 6;260:105508. doi: 10.1016/j.actpsy.2025.105508.
In the context of China's collectivist culture, this study examines how parental educational support influences the academic self-efficacy of middle school students (ages 13-16) in Fujian Province. Drawing on ecological systems theory, achievement emotion theory, and self-determination theory, the research situates parental support within the microsystem, teacher support in the mesosystem, and enjoyment as an achievement emotion bridging external support and students' internal beliefs. A dual-mediation model was tested using structural equation modeling with data from 507 students. Parental educational support was measured with the Parental Autonomy Support Scale, teacher support with the Teacher Social Support Scale, enjoyment with the Academic Emotions Questionnaire, and self-efficacy with the Motivated Strategies for Learning Questionnaire, all demonstrating high reliability (α = 0.913-0.958). Results showed that parental support significantly predicted academic self-efficacy directly (β = 0.105, p = .001) and indirectly through teacher support (indirect effect = 0.121, 95 % CI [0.075, 0.173]) and enjoyment (indirect effect = 0.083, 95 % CI [0.049, 0.121]), with a significant sequential mediation pathway through both mediators (indirect effect = 0.120, 95 % CI [0.081, 0.165]). These pathways are shaped by cultural values emphasizing filial piety and hierarchical teacher-student relationships, which amplify the influence of family and school support. The findings offer culturally specific insights and advance theoretical understanding by integrating ecological and emotional frameworks, highlighting the need for culturally sensitive interventions that promote parental engagement and autonomy-supportive teaching to foster students' enjoyment and academic confidence in Chinese language arts (Yǔwén).
在中国集体主义文化背景下，本研究考察了家长的教育支持如何影响福建省中学生（13 - 16岁）的学业自我效能感。基于生态系统理论、成就情感理论和自我决定理论，本研究将家长支持置于微观系统中，教师支持置于中观系统中，并将享受作为一种成就情感，它连接着外部支持与学生的内在信念。研究采用结构方程模型对来自507名学生的数据进行分析，检验了一个双重中介模型。使用家长自主支持量表测量家长的教育支持，教师社会支持量表测量教师支持，学业情感问卷测量享受，学习动机策略问卷测量自我效能感，所有量表均显示出高信度（α = 0.913 - 0.958）。结果表明，家长支持直接显著预测学业自我效能感（β = 0.105，p = .001），并通过教师支持（间接效应 = 0.121，95% CI [0.075, 0.173]）和享受（间接效应 = 0.083，95% CI [0.049, 0.121]）间接显著预测学业自我效能感，通过两个中介变量存在显著的顺序中介路径（间接效应 = 0.120，95% CI [0.081, 0.165]）。这些路径受到强调孝道和师生等级关系的文化价值观的影响，这些文化价值观放大了家庭和学校支持的作用。研究结果提供了具有文化特异性的见解，并通过整合生态和情感框架推进了理论理解，强调了需要进行具有文化敏感性的干预措施，以促进家长参与和支持自主性的教学，从而培养学生在语文学习中的享受感和学业信心。
