Abstract
Based on Self-Determination Theory (SDT) and Ecological Systems Theory (EST), this study attempted to examine the relationship between teacher support and Chinese migrant children’s academic achievement as well as the mediating role of self-esteem and the moderating role of parents’ psychological control. An opt-in consent procedure was employed and participation rates were 85%. Finally, six hundred and one migrant children participated in the study in spring and completed self-report questionnaires concerning teacher support, self-esteem and parents’ psychological control. Teacher support was measured by Teacher Behavior Questionnaire, self-esteem by Rosenberg’s Self-esteem Scale, and parents’ psychological control by 18 items from prior research. And students’ final academic performance of the semester was provided by the dean office. Results indicated that self-esteem (positive self-esteem/self-deprecation) mediated the positive relationship between teacher support and academic achievement. Parents’ psychological control moderated the relationship between teacher support and self-deprecation. Furthermore, parents’ psychological control moderated the mediating effect of self-deprecation on teacher support–academic achievement relationship, such that the mediating effect was positive when the level of psychological control was high while the mediating effect was not significant when psychological control was low. Parents’ psychological control neither moderate teacher support – positive self-esteem link nor the mediating effect. The findings are consistent with SDT and EST, and have both culturally specific and universal meanings. The implications of the study for promoting Chinese migrant children’s academic achievement are also discussed.
Highlights
With the rapid development of urbanization, China’s large-scale and persistent rural-to-urban migration has taken place in the past three decades
The hypotheses of the article are as following: Hypothesis 1: Self-esteem mediated the positive relation between teacher support and academic achievement
Teacher support was positively related to positive self-esteem, and predict better academic achievement
Summary
With the rapid development of urbanization, China’s large-scale and persistent rural-to-urban migration has taken place in the past three decades. By the end of 2015, more than 253 million migrant workers have moved from rural to urban areas in search of better living conditions (Population Census Office under the State Council, 2015). With the increasing prominence of Teacher Support, Migrant Children’s Achievement family migration, the population of children in compulsory education stage was 12.95 million (Ministry of Education of the People’s Republic of China, 2015) and the number is still rising. The migrating and moving had great influence on migrant children’s original lives, which brought great challenges to their identity development (Salmeri and Pellerone, 2015) and academic function. The current research attempted to explore the contextual and individual determinants of migrant children’s academic achievement
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