The Structural Model of Perceived Parenting Style as Antecedent on Achievement Emotion, Self-regulated Learning and Academic Procrastination of Undergraduates in Hong Kong

Abstract

The present study is conducted to investigate the impact of perceived parenting style on self-regulated learning and academic procrastination with medi- ating effect of achievement emotion. The sample of this study consisted of 218 undergraduates through convenient sampling from universities in Hong Kong. Parenting Authority Questionnaire, Academic Emotion Questionnaire, Motivated Strategies for Learning Questionnaire, and Procrastination Scale were used to collect the data. To analyze the data, reliability was investigated by Cronbach’s alpha. Correlation, path analysis, and structural equation modeling were also conducted. Result found that perceived parenting style is significantly associated with achievement emotion. And achievement emotion is significantly associated with self-regulated learning and academic procrastination. Result of the structural equation modeling also found that perceived authoritative parenting style show an impact on positive achievement emotion (enjoyment, hope and pride) and in succession affect the self-regulated learning and academic procrastination. The present study concerns mainly on the complex relationship among perceived par- enting style, achievement emotion, self-regulated learning, and academic procras- tination. It may bring the practical significance to Hong Kong parent to aware the effect of their parenting style on children’s learning strategies and procrastination style. It may also bring some insight on enhancing student’s self-regulated learn- ing behaviors and reduce student’s academic procrastination.