{"title":"Parent autonomy support and undergraduates' academic engagement in online learning: the mediate role of self-regulation.","authors":"Lili Song, Qiqi Zhan, LuSheng Cao, Runfeng Luo","doi":"10.1186/s41155-024-00330-1","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates.</p><p><strong>Main body: </strong>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.</p><p><strong>Objective: </strong>The present study recruited 1908 undergraduates in China.</p><p><strong>Methods: </strong>The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>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.</p>","PeriodicalId":46901,"journal":{"name":"Psicologia-Reflexao E Critica","volume":"37 1","pages":"45"},"PeriodicalIF":1.5000,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11573943/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia-Reflexao E Critica","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1186/s41155-024-00330-1","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Background: The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates.
Main body: 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.
Objective: The present study recruited 1908 undergraduates in China.
Methods: The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement.
Results: 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.
Conclusion: 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.
期刊介绍：
Psicologia: Reflexão & Crítica is a journal published three times a year by Programa de Pós-Graduação em Psicologia do Desenvolvimento (Psychology Graduate Program) of the Universidade Federal do Rio Grande do Sul - UFRGS (Federal University of Rio Grande do Sul). Its objective is to publish original works in the psychology field: articles, short reports on research and reviews as well as to present to the scientific community texts which reflect a significant contribution for the psychology field. The short title of the journal is Psicol. Refl. Crít. It must be used regarding bibliographies, footnotes, as well as bibliographical strips and references.
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