Parental Autonomy Support and Short-Form Video Addiction Among Adolescents: The Mediating Role of Delay of Gratification and The Moderating Role of Proactive Personality

Previous studies have demonstrated the independent effects of parental autonomy support and need for cognition on creativity. However, it remains unclear how these factors jointly drive the development of creativity among adolescents, or how creativity shapes need for cognition and influences individuals' perceptions and constructions of their environments. Grounded on the framework of developmental cascades, this longitudinal study explored the dynamic relationships among parental autonomy support, need for cognition, and creativity development. Data were collected from 275 first-year middle school students from China (Mage(T1) = 12.730 ± 0.591, Nboys = 150) in three waves with 1-year intervals. The results indicated that parental autonomy support had a diffusion effect on the development of both need for cognition and creativity; bidirectional relationships between need for cognition and creativity, as well as between parental autonomy support and need for cognition. These findings suggest that creativity develops through the cascading changes in parental autonomy support and need for cognition, providing both theoretical and empirical support for the cultivation and development of creativity among Chinese adolescents.

Parent-adolescent shared responsibility for diabetes care is advocated by experts to achieve beneficial diabetes and psychosocial outcomes for adolescents with type 1 diabetes. Parental autonomy support may be a way to facilitate this sharing. In this dyadic study, we examined parental diabetes-specific autonomy support experienced by adolescents with type 1 diabetes and their parents (n = 89 dyads), and its association with their experience of shared diabetes care responsibility. Path analysis was used to test an Actor-Partner Interdependence Model for parental autonomy support effects on shared responsibility. This was a secondary analysis of data from 89 parent-early/mid-adolescent dyads. Actor effects were identified. Parents' and adolescents' perceptions of parental autonomy support were associated with their respective reports of shared diabetes care responsibility. One partner effect was identified. Adolescents' reports of parental autonomy support were associated with parents' reports of shared responsibility. Parents and adolescents held similar views of autonomy support but discrepant views of shared responsibility. Older adolescents perceived less parental autonomy support. Increasing parental autonomy support may facilitate parent-adolescent sharing of diabetes care responsibility. Adolescent and parent perceptions influence each other and need to be considered when working with them to strengthen parental autonomy support.

According to career construction theory, middle school students are in a critical phase of growth and exploration that requires self-reflection on their interests, values, and aspirations. Career adaptability is a key indicator of career development for middle school students and a crucial ability for achieving career success. Research indicates that many Chinese middle school students face significant hurdles in their career development, including a lack of motivation, limited self-awareness, and unclear career trajectories. To address these challenges, it is imperative to explore the factors influencing career adaptability, with a particular focus on the role of parental and teacher autonomy support within the framework of self-determination theory. This study aims to explore the correlation between parental autonomy support (PAS), teacher autonomy support (TAS), core self-evaluations (CSE), and career adaptability (CA) among middle school students. The longitudinal data for this study were collected from two middle schools in the Anhui province. Middle school students were recruited as research participants through a cluster sampling method. A total of 482 students were surveyed in three stages during a 1-year period, and a cross-lag model was employed to analyze the data. (1) From T1 to T2, T1PAS predicted T2CS, T1CSE predicted T2CA, and T1CA predicted T2TA; (2) from T2 to T3, T2PAS predicted T3CS, T2CSE predicted T3CA, and T2TAS predicted T3PAS; (3) TAS did not predict CSE and CA over time; (4) T2CSE mediated the relationship between T1PAS and T3CA. These findings suggest that autonomy support has a consistently positive influence on the career development of early adolescents. Valuing children's autonomy is beneficial for fostering positive self-evaluations and shaping their career trajectories. Autonomy support plays a pivotal role in enhancing middle school students' career adaptability and promoting career development by strengthening self-evaluations. Additionally, the effect of parental autonomy support is more stable than that of teacher autonomy support.

This study investigated new avenues for understanding the association between parental autonomy support and academic engagement among Chinese secondary vocational students based on Self-Determination Theory and Career Construction Theory. We highlighted the mediator role of career adaptability and career decision-making self-efficacy in the relationship between parental autonomy support and academic engagement. Using self-reported data from 1,930 secondary vocational students in a city in Central China, we performed correlation analysis and mediation analysis by using SPSS and Mplus. The results revealed that parental autonomy support was positively associated with students’ academic engagement. Moreover, as an adaptability resource and adapting response, career adaptability and career decision-making self-efficacy played mediating roles between parental autonomy support and academic engagement. These findings offered crucial empirical evidence for understanding the association between parental support and academic engagement among Chinese secondary vocational students. Meanwhile, it also validated the application of Career Construction Theory in a sample of secondary vocational students in China and provided constructive insights for implementing diverse support measures to boost their academic and career development.

Homework is a key learning activity that promotes students' self-regulation, motivation, and academic achievement. Previous studies highlight the importance of parental and teacher autonomy support in fostering these outcomes, but the mechanisms underlying these relationships require further investigation. This study investigates the effects of parental and teacher autonomy support on students' self-regulation skills, mathematics homework completion, and academic achievement. Additionally, it examines whether gender moderates these relationships. The research was conducted with 530 middle school students from five public schools in Istanbul, covering 5th, 6th, and 7th grades. Data were collected on teachers' and parents' autonomy support in homework, students' self-regulation strategies, homework behaviors, and academic performance. Analyses were performed using SPSS 25 and AMOS 25 software, employing structural equation modeling (SEM) with mediation paths, multi-group path analysis, and correlation tests. The results indicate that both parental and teacher autonomy support positively influence students' use of self-regulation strategies, which in turn enhances homework completion and academic success. Self-regulation was found to mediate these relationships, confirming its crucial role in academic outcomes. However, gender did not significantly moderate these associations. This study advances the understanding of how parental and teacher autonomy support influence self-regulation, homework behavior, and academic achievement, contributing to the existing literature. By examining the mediating role of self-regulation and the moderating effect of gender, it provides in-depth insights into variations in homework engagement and academic outcomes. Findings highlight the importance of autonomy-supportive practices by parents and teachers to foster students' independent study skills. Future studies could extend these findings by examining subject-specific differences and longitudinal effect.

Aims: The current study aimed to examine the relationship between parental autonomy support and social competence among Chinese emerging adults, and explore whether social desirablity plays a mediating role between parental support and social competence. Methods: This study used cross-sectional and correlational design. Participants were 386 Chinese college students (72.8% girls) aged between 18 and 25 years. Data was collected via self-report questionnaires, including parental autonomy support (Genevie`ve A. Mageau, 2015), social desirablity (Karl Schuessler et al., 1978) and social competence(Valkenburg & Peter, 2008). Results: Structural equation modeling analysis controlling for age, gender and SES showed that (a) There was a significant positive correlation between parental autonomy support, social desirablity, and social competence; (b) Parental autonomy support was positively predicted to social desirablity and social competence; Social desirablity was positively predicted to social competence; (c) Social desirablity mediated the relationship between parental autonomy support and social competence.

PurposePerformance goals played a constructive role in students’ academic development. The purpose of this study is to explore which factors influence Chinese high school students’ performance goals and how they exert such influences.Design/methodology/approachThis study conducted a questionnaire survey among 4,003 high school sophomores in a province in central of China, attempting to explore the influence mechanism of parental autonomy support, teacher autonomy support and psychological resilience on high school students’ performance goals, and further clarify which of the parental and teacher support played a stronger role. The coefficient omega (ω) and confirmatory factor analysis (CFA) were used to examine the reliability and construct validity. The structural equation model (SEM) was employed to analyze the mediating model.FindingsThe results of SEM found that parental and teacher autonomy support could positively predict Chinese high school students’ performance goals; and psychological resilience played a partial mediating role between parental autonomy support, teacher autonomy support and performance goals, respectively. Through the Wald test, this study found that, compared with teacher autonomy support, the mediating impact of parental autonomy support on high school students’ performance goals through psychological resilience was stronger.Originality/valueThe above research findings contributed to the theoretical research on deeply revealing the factors of high school students’ performance goals, and provided empirical evidence for education administrative departments, parents and teachers to provide more effective support and help for high school students with performance goals, having good practical value.

Abundant evidence highlights the benefits of self-determined motivation (e.g., parental autonomy support as internalized extrinsic motivation, gratitude as intrinsic motivation) on academic engagement during adolescence, yet the potential mutual relations remain relatively unexplored. This study investigated the bidirectional relations and potential mechanisms among parental autonomy support, gratitude, and academic engagement using a traditional cross-lag-panel model (CLPM) and a within-person CLPM with random intercept (RI-CLPM) in a sample of Chinese youth (N = 1214; Mage = 15.46, SDage = 0.71; 39.30% girls) across three time points with 6-month intervals. The results indicated that the bidirectional relation between parental autonomy support and academic engagement was present in CLPM but not in RI-CLPM. However, the bidirectional relations between gratitude and academic engagement, and between gratitude and parental autonomy support, existed at both levels. Furthermore, in CLPM, parental autonomy support influenced academic engagement through gratitude, and gratitude, in turn, affected academic engagement through parental autonomy support. Academic engagement impacted gratitude via parental autonomy support, and simultaneously, academic engagement influenced parental autonomy support through gratitude. Academic engagement served as a mediator between parental autonomy support and gratitude, as well as between gratitude and parental autonomy support. Five self-enhancing loops were identified in CLPM. These findings reveal a virtuous cycle of mutual influence between parental autonomy support, gratitude, and adolescent academic engagement, highlighting the important role of academic engagement in strengthening autonomous motivation.

Applying an integrated theoretical model consisting of the socioecological theory, the self-determination theory, and the broaden-and-build theory, the present study tested a moderated mediation model of parental autonomy support, filial piety, and gratitude to study how these factors are jointly related to pathological Internet use (PIU) in Chinese undergraduate students. A total of 1054 Chinese undergraduate students (M age = 20.35, SD = 1.00, 34.7% females) aged between 16 and 24 years participated in this study. They were instructed to complete self-reported questionnaires on parental autonomy support, filial piety, gratitude, and PIU. The results showed that parental autonomy support was negatively associated with PIU, and filial piety partially mediated this relation. Specifically, parental autonomy support was positively related to filial piety, which, in turn, was negatively associated with PIU. In addition, gratitude moderated the first path of the indirect relation and the direct relation of this mediation effect. To be specific, undergraduate students with higher gratitude showed high filial piety and low PIU, in the context of low parental autonomy support, than those with lower gratitude. Taken together, the current study contributes to extant research by highlighting the vital role of parental autonomy support in mitigating undergraduate students’ PIU and illustrating how filial piety explains the underlying mechanism of this association. This study also provides novel insights into intervention or prevention programs by demonstrating that gratitude alleviates the adverse effect of low parental autonomy support on students’ PIU.

Despite extensive research on contextual factors will relieve college students' depressive symptoms, significant gaps remain in understanding the underlying mechanisms of this relationship, particularly through individual strength factors such as mindfulness and self-esteem. Based on self-determination theory, we explore the association between parental autonomy support and depressive symptoms among Chinese college students and whether mindfulness and self-esteem serve as mediators. A total of 1,182 Chinese college students aged 16 to 27 years (Mage = 20.33, SD = 1.63; female = 55.7%) participated in this research. Questionnaires pertaining to parental autonomy support, mindfulness, self-esteem, and depressive symptoms were administered. The results revealed that depressive symptoms were negatively correlated with both paternal and maternal autonomy support, with mindfulness and self-esteem acting as chain-mediators. Specifically, mindfulness and self-esteem were positively impacted by parental autonomy support, whereas depressive symptoms were negatively impacted by mindfulness and self-esteem. Furthermore, paternal and maternal autonomy support significantly impacted depressive symptoms via both direct and indirect pathways. Indirect effects included three paths: mediation through mindfulness, mediation through self-esteem, and mediation through the mindfulness and self-esteem chain. The study highlights the fundamental mechanisms that account for the association between Chinese college students' parental autonomy support and depressive symptoms, these insights can be used to prevent and manage mental health problems among Chinese college students. For example, parents' autonomy support can directly reduce depressive symptoms, but we can also indirectly promote college students' mental health by emphasizing the mediation role of students' mindfulness and self-esteem.

Parental autonomy support, the extent to which parents facilitate their child's independent use of decision-making and problem-solving skills, is an important contributor to adolescent development. This study aimed to explore the effect of parental autonomy support on academic burnout and loneliness among adolescents and whether this link was mediated by the emotion reactivity of the adolescent. Participants (N = 965) were recruited from a Chinese middle school and completed a three-wave longitudinal study, filling out the Parental Autonomy Support Scale, the Emotion Reactivity Scale, the School Burnout Inventory and the University of California at Los Angeles Loneliness Scale. The results revealed that T1 parental autonomy support negatively predicted T2 emotional reactivity and T3 loneliness, but it did not predict T3 academic burnout. T2 emotional reactivity negatively predicted T3 academic burnout, but it did not predict T3 loneliness. T2 emotion reactivity mediated this relationship between T1 parental autonomy support and T3 academic burnout. This is the first study to identify the mediating role of emotion reactivity between parental autonomy support and academic burnout and loneliness. It demonstrated the need for parents to pay attention to the way they support their adolescents' autonomy and help them manage their emotion reactivity.

Individual differences in infant temperament predict social relationships of yearling rhesus monkeys, Macaca mulatta

Subjective well-being has a significant impact on various aspects of an individual’s life, and elementary school is a critical time for individuals to establish the foundation for subjective well-being. Previous studies have examined the relationship between parental autonomy support and subjective well-being. However, few studies have examined the association between parental autonomy support and subjective well-being among elementary school students, and rarely examine the mechanism of the association. The current study aimed to explore the impact of parental autonomy support on elementary school students’ subjective well-being, and the chain mediation of basic psychological needs and sense of life meaning. A total of 1113 parent-child pairs from grades 3 to 6 completed the surveys, with parents reporting on parental autonomy support and students reporting on their subjective well-being, basic psychological needs, and sense of meaning in life. The age range of the students was 9–14 years old with an average age of 10.78 years, 621 boys and 492 girls, while the age range of the parents was 32–60 years old with an average age of 39.64 years. A significant positive correlation between parental autonomy support and subjective well-being was found. Basic psychological needs and sense of meaning in life mediated the relationship between parental autonomy support and subjective well-being individually and serially. This means that parental autonomy support can indirectly affect subjective well-being through a chain mediation of basic psychological needs and a sense of meaning in life, providing insights for intervention measures to improve the subjective well-being of primary school students.The present study contributes a deeper understanding of the mechanism of the association between parental autonomy support and subjective well-being and implies it is necessary to give more attention to basic psychological needs and sense of meaning in life in the improving subjective well-being of elementary school students.

Objectives: The purpose of this study was to explore whether the self-direction mediates the structural relationships between parental autonomy support and the career adaptation of pre-service childcare teachers.Methods: The participants in this study were 272 2nd, 3rd, 4th grade the departments related to child studies and childcare in the region of Gangwon and Gyeongbuk, Pusan, Seoul, Daegu. The study assessed the topics of career adaptability, self-direction and parental autonomy support among pre-service childcare teachers using a questionnaire. The SPSS 22.0 and AMOS 22.0 programs were used for the data analysis. The maximun likelihood estimation (MLE) method was used to examine the model fit. Goodness of fit was evaluated using absolute fit indices SRMR, RMSEA and well as relative fit indices CFI and TLI.Results: Results revealed th following four major findings. First, parental autonomy support was found to affects the career adaptability of pre-service childcare teachers. Second, self-direction was found to affect the career adaptability of pre-service childcare teachers. Third, parental autonomy support was found to affect the self-direction of pre-service childcare teachers. Finally, parental autonomy support was found to indirectly affects career adaptability of pre-service childcare teachers through self-direction.Conclusion: This study makes a meaningful contribution by determining relationship between the factor of patental autonomy support, self-direction, and career adaptability among pre-service childcare teachers. Given that self-direction was found to mediate the relationship between parental autonomy support and career adaptability of pre-service childcare teachers, it is suggested that parental autonomy support is a important environmental factor involved in developing self-direction.

Guided by the ecosystem theory, this study aimed to explore the association between parental autonomy support and future-oriented coping of high school students, as well as the mediating effects of future time perspective and meaning in life in this relationship. A total of 707 Chinese high school students were involved in a paper questionnaire survey and data analysis. It was found that (1) parental autonomy support was significantly positively related to future-oriented coping. (2) Mediation analyses demonstrated that parental autonomy support directly affects future-oriented coping; parental autonomy support indirectly affects future-oriented coping through separate mediation and serial mediation of future time perspective and meaning in life. These findings have important implications for the improvement of future-oriented coping abilities of high school students.