Parent autonomy support and undergraduates’ academic engagement in online learning: the mediate role of self-regulation

Abstract

Background: The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates. Main body: The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture. Objective: The present study recruited 1908 undergraduates in China. Methods: The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement. Results: The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement. Conclusion: These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed.