The impact of parental educational support on academic self-efficacy among middle school students

The mediating role of teacher support and enjoyment in Chinese language arts

Datos Bibliográficos

ID9405591
AutoresMeng-Te Hung (0009-0001-9642-8399, Zhangzhou Normal University), Li-Ching Hung (0000-0002-8640-0392, Yango University, autor de correspondencia), Songjie Sun (Zhangzhou Normal University)
Año2025
Volumen260
Páginas105508-105508
Fecha de publicación2025-09-07
Open AccessSí
TipoARTICLE
RevistaActa Psychologica (JOURNAL)
Identificadores de la revistaISSN: 0001-6918 • E-ISSN: 1873-6297
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.actpsy.2025.105508
PMID40915161
OpenAlexW4414042772
IdiomaEN
Referencias citadas36

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)

Early Childhood Education and Development · Parental Involvement in Education · Psychosocial Factors Impacting Youth