Parent autonomy support and undergraduates' academic engagement in online learning: the mediate role of self-regulation

BackgroundThe role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates.Main bodyThe research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture.ObjectiveThe present study recruited 1908 undergraduates in China.MethodsThe students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement.ResultsThe results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement.ConclusionThese findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed.