The relationship between parental autonomy support and adolescents' academic achievement in mathematics-the mediating role of the need for cognition and mathematics metacognition

被引：1
作者：
Jin, Xiaodan [1 ,2 ]
Li, Xiaoyan [3 ]
Li, Jun [4 ]
Kou, Gen [4 ]
Zhang, Xingli [1 ,2 ]
机构：
[1] Chinese Acad Sci, Inst Psychol, CAS Key Lab Behav Sci, Beijing 100101, Peoples R China
[2] Univ Chinese Acad Sci, Dept Psychol, Beijing 100049, Peoples R China
[3] PLA, Dept Aviat Psychol, Lab AF Med Ctr, Beijing 100110, Peoples R China
[4] Cangxi High Sch, Guangyuan 628400, Sichuan, Peoples R China
来源：
CURRENT PSYCHOLOGY | 2024年 / 43卷 / 36期
基金：
国家重点研发计划;
关键词：
Mathematics academic achievement; Mathematics metacognition; Mediating role; Need for cognition; Parental autonomy support; SELF-REGULATION; CHILDRENS; COMPETENCE;
D O I：
10.1007/s12144-024-06435-1
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
This study aimed to explore the relationship between parental autonomy support and adolescents' academic performance in mathematics and to examine the mediating roles of the need for cognition and mathematical metacognition in this relationship. A total of 1,268 secondary school students from Grades 7 to 10 completed the survey questionnaires. The findings revealed two key points: (1) there was a small but significant positive correlation between parental autonomy support and mathematics academic achievement across the entire sample (r = 0.09, p < 0.01), with the correlation being highest in Grade 9 (r = 0.19, p < 0.01); and (2) parental autonomy support influenced academic achievement in mathematics through the mediation of the need for cognition and mathematical metacognition, with a total effect size of 0.13.
引用
收藏
页码：29189 / 29198
页数：10
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