The influences of parental acceptance and parental control on school adjustment and academic achievement for South Korean children: the mediation role of self-regulation

Lee, Jung Yoon; Yu, Heekeun; Choi, Sumi

doi:10.1007/s12564-011-9186-5

Cited by 41 publications

(27 citation statements)

References 30 publications

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“…However, there were also some studies demonstrating that psychological control had no significant relations with Chinese adolescents' academic functioning (Lin, 2001;Wang et al, 2007). Lee et al (2012) even maintained that parental higher psychological control tended to produce greater achievement on condition children do not view it in a negative manner. Thus, due to these inconsistent findings, many researchers (e.g., Lu et al, 2017) asserted the necessity of further research to examine the relations between parental psychological control and adolescents' academic functioning within and across different countries and cultural context.…”

Section: Parental Psychological Control Autonomy Support and Academmentioning

confidence: 99%

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Dai

Liu

et al. 2018

Front. Educ.

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We investigated whether and how adolescents' perceived parental psychological control and autonomy support influence their maladaptive academic functioning through their achievement goal orientations. Participants were 845 tenth-grade students (447 boys, Mage = 15.20 ± 0.54 years; 398 girls, Mage = 15.13 ± 0.47 years) in China. Data were collected on their reported achievement goal orientations, perceived parental psychological control and autonomy support, and academic-related beliefs, strategies, and behaviors. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining mediation effect. Results indicated that, compared with girls, adolescent boys perceived higher parental psychological control. Moreover, we found distinct effects of parental psychological control and autonomy support on adolescents' maladaptive academic functioning through achievement goal orientations. Specifically, parental psychological control led to adolescents' maladaptive academic functioning, mainly through adolescents' performance-approach goal orientation ( . The results suggest that adolescents will benefit from parents ameliorating maladaptive academic functioning through fostering MASs and be harmed from parents facilitating maladaptive academic functioning through enhancing performance-approach and PAVs.

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Section: Parental Psychological Control Autonomy Support and Academmentioning

confidence: 99%

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Dai

Liu

et al. 2018

Front. Educ.

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“…We used a 30-item version of the Academic Self-Regulation Questionnaire (SRQ-A), previously used in Asian contexts by in Korea [21]. The scale was created by Ryan and Connell (1989) in the United States [22].…”

Section: B Measurements 1) Academic Motivationmentioning

confidence: 99%

Academic Burnout and Motivation of Chinese Secondary Students

Zhang¹,

Klassen²,

Wang³

2013

IJSSH

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Abstract-The purpose of this study was to identify patterns of academic burnout in 730 Chinese middle school students, and to link the burnout patterns with academic motivation. Using cluster analysis, we identified four motivation groups: (a) distressed group, (b) persevering group, (c) laissez-faire group, and (d) well-functioning group. The results of optimal scaling procedures indicated that grade level and motivation variables (intrinsic and extrinsic motivation, and amotivation) were good discriminators among the four clusters. Specifically, variation on self-determination motivation characteristics was demonstrated among different academic burnout profiles: distressed students had the highest scores on a motivation and external motivation. In contrast, well-functioning students had the highest scores on intrinsic motivation. For persevering and laissez-faire students, there was no significant difference on intrinsic motivation. However, persevering students reported higher scores on a motivation and external motivation than laissez-faire students.

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“…Ning and Downing (2012) observed that self-regulation played a mediating role between learning experiences and academic performance. Lee et al (2012) indicated that students needed to develop self-regulation skills of their own to achieve long-term goals; furthermore, students who possessed self-regulation were more likely to be successful over the course of their school lives. According to the aforementioned studies, SRL plays a key role in mediating the relationship between TA and achievement.…”

Section: Self-regulated Learning (Srl) As a Mediatormentioning

confidence: 99%

“…The test took approximately 110 min to complete. The present study followed Lee et al (2012) in converting the grade of each student into an ACH score. The ACH scores were classified into nine categories: <60 points, 60-64 points, 65-69 points, 70-74 points, 75-79 points, 80-84 points, 85-89 points, 90-94 points, and >94 points.…”

Section: Achievement (Ach)mentioning

confidence: 99%

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The Relationship Between Test Anxiety and Achievement in Accounting Students with Different Cognitive Styles: The Mediating Roles of Self-Regulation

Cheng

Liao

2016

IRE

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Previous research has indicated that accounting is a very important basic course for undergraduate business and management students. Studies have also shown that most accounting teachers and students are anxious about their ability to effectively teach and learn the course curriculum, respectively, which may result in a poor outcome for the students. Attempts have been made to improve accounting education and reduce anxiety by enhancing students' learning strategies and reducing the stress related to testing. The purpose of this research was to establish and model the effects of accounting anxiety on achievement, to examine the mediating role of self-regulation in the relationship between test anxiety (TA) and achievement, and to compare the achievement and learning processes of students with different cognitive styles. Participants were 498 students from Taiwan business colleges. Our results revealed that self-regulated learning mediated the relationship between TA and accounting achievement. Additionally, with significant differences noted between students with analytical and intuitive cognitive styles. A discussion of study limitations and of implications for accounting education follows.

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The influences of parental acceptance and parental control on school adjustment and academic achievement for South Korean children: the mediation role of self-regulation

Cited by 41 publications

References 30 publications

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations

Academic Burnout and Motivation of Chinese Secondary Students

The Relationship Between Test Anxiety and Achievement in Accounting Students with Different Cognitive Styles: The Mediating Roles of Self-Regulation

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