The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

Jiang, Ying; Yau, Jenny; Bonner, Patricia; Chiang, Linda H.

doi:10.25115/ejrep.v9i24.1446

Cited by 10 publications

(11 citation statements)

References 59 publications

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“…Surprisingly, the fathers' AS did not significantly predict SE. This finding contradicts several Western works (e.g., Gonida & Cortina, 2014;Grolnick et al, 2014), and even some cross-cultural studies (e.g., Jiang et al, 2011;Liew et al, 2014;Liu et al, 2019) which found that autonomous parents cultivate learners' academic control and other related skills. This could be due to the cultural factor.…”

Section: Discussioncontrasting

confidence: 89%

“…Highly autonomous parents are often found to raise learners with better adaptive abilities, for example, those having higher academic efficacy and/or control (e.g., Gonida & Cortina, 2014;Grolnick et al, 2014;Hwang & Jung, 2020). Similar findings were discovered with cross-cultural samples, where autonomous parents were found to promote positive homework emotions among young adolescents in China (Liu et al, 2019), the academic motivation, grades, and esteem of Asian and American high school learners (Jiang et al, 2011), and the academic grades of Chinese American high school students (Liew et al, 2014). However, these studies did not distinguish between mothers' and fathers' parenting.…”

Section: Influence Of Parental Support On Academic Efficacysupporting

confidence: 56%

“…Collectivist cultures value hierarchy in the family, and therefore, parents making the decisions for their children is culturally accepted (Lan et al, 2011). Asian children are taught to be obedient from a very young age (Jiang et al, 2011), and their tolerance of parental control is higher (both physical and psychological aspects). Therefore, despite Malaysian adolescents' perceiving that their fathers give them autonomy, they may not see it as particularly important for their academic development.…”

Section: Discussionmentioning

confidence: 99%

“…However, the concept of involvement support varies across studies. For example, parental involvement in the form of warmth (Graziano et al, 2009), collective support (relatedness, competence, and autonomy support) (Liu et al, 2019), academic involvement (e.g., monitoring homework, communicating with teachers) (Jeynes, 2011), and their sharing of educational aspirations and goals (Lv et al, 2018) were found to predict adolescents' academic efficacy. In the area of science learning, two studies also found that parental involvement benefitted learners' STEM learning, for example, motivation and grades (Otto & Karbach, 2019), and efficacy, engagement, and intrinsic motivation (Fan & William, 2010) in mathematics.…”

Section: Influence Of Parental Support On Academic Efficacymentioning

confidence: 99%

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The Mediating Role of Hope in the Relationship between Fathers Support and STEM Efficacy among Adolescents in Malaysia

Kai-Sze¹,

Hassan²,

Jaafar³

et al. 2023

IJARBSS

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In Malaysia, literature relating to the efficacy of STEM learning has been limited to secondary or tertiary levels, and remains more popular among the school populations. However, in terms of the influence of social support on the development of learners' STEM efficacy (SE), the fathers' impact has been neglected. To bridge this gap, this study explored the influence of fathers' support on SE. Based on theoretical insights, hope was included as a mediator to hypothesise a potential underlying process that determines the relationship between fathers' support and SE. This was a quantitative study that employed a correlational research design. It involved 548 young adolescents aged 9 to 11 years, who studied in government primary schools, and lived in the Klang Valley. Regression analysis using Structural Equation Modelling (SEM) showed that fathers' involvement (b=.284, p=.002), and structure support (b=.275, p=.000) uniquely predicted SE, but had no effect on autonomy support. Hope significantly mediated the relationships between involvement and SE, and between autonomy support and SE, but showed no mediating effect on structure support. This study offers several implications. First, it unfolded hope as a significant underlying factor mediating the relationships between fathers' support and SE. Second, it expanded the literature on fathers' support and SE with the population of young learners. Lastly, by revealing the predictors of SE as well as the mediating role of hope, this study provides implications for future STEM educational planning at the primary school level in Malaysia.

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Section: Discussioncontrasting

confidence: 89%

Section: Influence Of Parental Support On Academic Efficacysupporting

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Section: Influence Of Parental Support On Academic Efficacymentioning

confidence: 99%

See 2 more Smart Citations

The Mediating Role of Hope in the Relationship between Fathers Support and STEM Efficacy among Adolescents in Malaysia

Kai-Sze¹,

Hassan²,

Jaafar³

et al. 2023

IJARBSS

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“…The learning support services provided by parents significantly positively affect students' self-esteem, academic performance, and learning motivation (Jiang et al, 2011). In the case of online learning, parents' participation in students' learning is conducive to students' success (Stevens and Borup, 2015).…”

Section: Learning Support Servicesmentioning

confidence: 99%

Impact of academic stress by parent-proxy on parents' learning-support-services: a moderated-mediation model of health anxiety by parents' educational level

Wang

2022

LHT

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PurposeThis study focused on parents' health anxiety by proxy about their children when they started learning online during the COVID-19 pandemic, to explore the impact of academic stress by parent-proxy on parents' learning support services with the mediating role of health anxiety by parent-proxy and the moderating role of parental educational level.Design/methodology/approachIn total, 8,940 primary school students' parents participated in the study. Bootstrapping was performed to test the constructed model.Findings(1) Academic stress by parent-proxy positively predicted health anxiety by parent-proxy. (2) Health anxiety by parent-proxy significantly positively predicted learning support services. (3) Academic stress by parent-proxy also significantly positively predicted learning support services. (4) Academic stress by parent-proxy positively predicted parents' learning support services through the mediating effect of health anxiety by parent-proxy. (5) Parental educational level moderated the relationship between academic stress by parent-proxy, health anxiety by parent-proxy, and learning support services. Academics and parents will benefit from the conclusions of this study in both theory and practice.Originality/valueDuring the COVID-19 pandemic, offline learning has been replaced with online learning, which has brought with it many physical and mental health problems, including additional academic stress. Most studies on learning support services have focused on offline learning. However, this study explored the relationships between academic stress by parent-proxy, health anxiety by parent-proxy, learning support services, and parental educational level in the context of online learning. Results show that it is necessary to pay attention to academic stress and health to provide children with appropriate learning support services.

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Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

Martínez-López,

Moran,

Mayo

et al. 2023

Eur J Psychol Educ

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Self-regulated learning is recognized as a core competence for academic success and life-long formation. The social context in which self-regulated learning develops and takes place is attracting growing interest. Using cross-sectional data from secondary education students (n = 561), we aimed to formulate explanatory arguments regarding the effect of social support on metacognitive knowledge, metacognitive and cognitive learning strategies, and academic achievement, considering the potential mediating role of goal orientation self-management. Structural Equation Modelling yielded a conceptually consistent and statistically satisfactory empirical model, explaining a moderate-high percentage of the variance in self-regulated learning and academic achievement. The results showed that perceived support from teachers and family positively predicted metacognitive knowledge, metacognitive and cognitive learning strategies, and mastery self-talk and negatively predicted work-avoidance self-talk. Moreover, mastery self-talk and work-avoidance self-talk directly and indirectly (through metacognitive knowledge) predicted academic achievement. Perceived social support is proposed as a marker of vulnerability/protection and as a resource for facing challenges in the academic context.

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The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

Abstract: Introduction. Driven by an overarching conceptual framework adapted from Self-

Cited by 10 publications

References 59 publications

The Mediating Role of Hope in the Relationship between Fathers Support and STEM Efficacy among Adolescents in Malaysia

The Mediating Role of Hope in the Relationship between Fathers Support and STEM Efficacy among Adolescents in Malaysia

Impact of academic stress by parent-proxy on parents' learning-support-services: a moderated-mediation model of health anxiety by parents' educational level

Perceived social support and its relationship with self-regulated learning, goal orientation self-management, and academic achievement

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