Chinese Parental Involvement and Adolescent Learning Motivation and Subjective Well-Being: More is not Always Better
- PDF / 868,078 Bytes
- 29 Pages / 439.37 x 666.142 pts Page_size
- 3 Downloads / 208 Views
Chinese Parental Involvement and Adolescent Learning Motivation and Subjective Well‑Being: More is not Always Better Ruoxuan Li1 · Meilin Yao1 · Hongrui Liu1 · Yunxiang Chen1
© Springer Nature B.V. 2019
Abstract Parental involvement in education has been positively associated with children’s academic development and well-being, but whether high parental involvement, regardless of its form, always yields desirable results in adolescent development remains debatable. The purpose of this study was to investigate the integral contributions of parental involvement, autonomy support, and psychological control in predicting adolescent learning motivation (i.e., achievement goals and academic engagement) and subjective well-being (SWB) by implementing a person-centered approach. Participants included 3378 Chinese adolescents (Mage = 15.60, SD = 1.55; 1513 boys), who completed a survey. Results revealed four parenting profiles: high control‒low involvement (Profile 1; 7.55%), moderate all (Profile 2; 50.65%), high all (Profile 3; 4.00%), and high autonomy support–moderate involvement (Profile 4; 37.80%). Adolescents in Profile 4 were more adaptive, more engaged, and happier than those in other profiles; and those in Profile 1 were more maladaptive, a condition relating to poorer development. Although adolescents in Profile 3 also perceived both high involvement and autonomy support from parents, they actually exhibited levels of learning motivation and SWB similar to those in Profile 2 and experienced higher performanceavoidance goals, negative affect, and lower life satisfaction relative to Profile 4. Findings suggest that more perceived parental involvement is not always better because the effectiveness of involvement partly depends on the approach that parents take. Keywords Parental involvement · Autonomy support · Psychological control · Achievement goal · Subjective well-being
1 Introduction Some Chinese parents emphasize the importance of children’s success in various examinations and spare no efforts to engage in children’s academic activities; however, adolescents with highly involved parents may not necessarily achieve better development than others Electronic supplementary material The online version of this article (https://doi.org/10.1007/s1090 2-019-00192-w) contains supplementary material, which is available to authorized users. * Meilin Yao [email protected] Extended author information available on the last page of the article
13
Vol.:(0123456789)
R. Li et al.
whose parents are moderately involved. Previous researchers have suggested that parental involvement in education is a well-documented predictor of adolescent achievement goals (Diseth and Samdal 2014; Luo et al. 2013), academic engagement (Castro et al. 2015), and well-being (Flouri and Buchanan 2003; Yap and Baharudin 2016). Nevertheless, most studies have been focused only on the role of the degree of parental involvement in student development without simultaneously taking into consideration how parents are involved (i.e., autonom
Data Loading...
