The Relationship Between Parental Psychological Control And Adolescents’ Early Academic Engagement

Academic engagement is a lasting,positive and complete mental state of students in the learning process.Early adolescence is an important period of physical and mental development,and it is also an important stage for the development of learning interests and learning habits.Studying the adolescents’ early academic engagement can help adolescents develop good habits of independent learning and improve their learning ability,so that they can better adapt school life.Therefore,research on the factors that affect the academic engagement of early adolescents and the mechanisms behind them have important theoretical and practical significance.According to the theory of self-determination,individuals have autonomy,ability and relationship needs,and parents are an important source of meeting the autonomy,ability and relationship needs of early adolescents,and have an important impact on the academic engagement of early adolescents.Although previous studies have paid attention to the important influence of parents on their children’s academic engagement,the relationship between parental psychological control and adolescents’ early academic engagement has not been studied yet,and the mechanism between the two has not yet been clarified.Therefore,this research selects the early adolescents as subjects,and examines the relationship between parental psychological control and academic engagement,as well as the mechanism of emotion and academic buoyancy.This study adopted a questionnaire survey method,using the "Parent Mental Control Scale","Positive and Negative Emotion Scale","Academic Buoyancy Scale" and "Learning Engagement Scale" to measure 1160 early adolescent students.The parental psychological control,emotions,academic buoyancy and academic engagement of early adolescent students are discussed,and the chain mediating roles of emotion and academic buoyancy between parental psychological control and academic engagement is discussed.The main findings are as follows:(1)The academic engagement of the only child is significantly higher than that of the non-only child;the academic engagement of the fifth and sixth grade students are significantly higher than that of the second and third grade students;children of fathers with primary education or below have significantly lower academic engagement than those of fathers with junior college/university education,and children of mothers with primary education or below have significantly lower academic engagement than those of mothers with secondary/high school and junior college/university education.(2)Parental psychological control is significantly negatively correlated with academic engagement.(3)Emotion plays a mediating role between parental psychological control and academic engagement.(4)Academic buoyancy plays an intermediary role between parental psychological control and academic engagement.(5)Emotion and academic buoyancy play a chain-like intermediary role between parental psychological control and academic engagement.