#AERA# #美国教育研究协会#
Paper: http://doi.org/10.3102/2006656
Poster: http://doi.org/10.3102/IP.23.2006656
Authors: Yuqing Zou & Chunrui Zou
Abstract: Parental autonomy support is essential for promoting learning among adolescent students, but little was known regarding how father and mother autonomy support combine to fulfill this role in achievement-oriented situations. Adopting a person-centered approach, we aimed to identify distinct profiles of perceived father and mother autonomy support (FAS and MAS) and investigate how these profiles are related to achievement motivation and academic procrastination among Chinese 12th-grade students studying in achievement situations. The survey-based data of 116 students was collected using the cluster sampling method and utilized for latent profile analysis and subsequent statistical tests. The results revealed three distinct profiles among students: “highFAS-highMAS” (87.07%), “lowFAS-highMAS” (7.76%), and “highFAS-lowMAS” (5.17%). The “highFAS-highMAS” profile exhibited significantly lower motivation to avoid failure than the “highFAS-lowMAS” profile, as well as significantly higher motivation to pursue success and lower academic procrastination than both the “highFAS-lowMAS” and “lowFAS-highMAS” profiles. The findings of this study have implications for implementing individualized father and mother autonomy support practices to enhance adolescent students’ learning in achievement situations.
网友评论