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
Bibliographic Data
| ID | 9405591 |
|---|---|
| Authors | Meng-Te Hung (0009-0001-9642-8399, Zhangzhou Normal University), Li-Ching Hung (0000-0002-8640-0392, Yango University, corresponding author), Songjie Sun (Zhangzhou Normal University) |
| Year | 2025 |
| Volume | 260 |
| Pages | 105508-105508 |
| Publication date | 2025-09-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2025.105508 |
| PMID | 40915161 |
| OpenAlex | W4414042772 |
| Language | EN |
| References cited | 36 |
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
Self-Determination Theory
Why does parents' involvement enhance children's achievement? The role of parent-oriented motivation.
Social relationships and motivation in middle school
Analysis of self-efficacy theory of behavioral change
Ecological systems theory.
Students’ emotions and academic engagement
Self-Efficacy and Academic Motivation
Academic Emotions in Students' Self-Regulated Learning and Achievement
Intrinsic and extrinsic motivation from a self-determination theory perspective
Parental Involvement and Students' Academic Achievement
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
Beyond Parental Control and Authoritarian Parenting Style
The Control-Value Theory of Achievement Emotions
A Meta-Analysis
Self-efficacy
Parenting in context
Development of relationship satisfaction across the life span
Continuing Motivation in Science for Early and Late Adolescents
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
The Role of Parents' Control in Early Adolescents' Psychological Functioning
Social support as an organizing concept for criminology
Social Support Matters
Choice is good, but relevance is excellent
| Highly cited | No |
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