title: Parental involvement, adolescents' self-determined learning and academic achievement in Urban China.
abstract: Self-determined learning is essential to academic success. The motivational resources development model argues that parents promote academic success in their children indirectly by nurturing self-determined learner. In this study, applying a structural equation modelling and using data collected from 8th graders in Zhuhai, China (n = 1009) in 2012, we aim to answer 2 research questions: (a) What forms of parental involvement are highly correlated with self-determined learning and (b) Can self-determined learning fully mediate the relationship between parental involvement and students' academic performance? We find that parental leisure involvement is positively and significantly associated with the development of self-determined learning, which in turn is significantly and positively correlated with academic achievement. Parental provision of structure or parental academic assistance is not significantly associated with students' self-regulation and students' academic achievement.
authors.affiliation: Department of Sociology, University of Macau, Macau, China.
authors.forename: Hongyu
authors.initials: H
authors.lastname: Wang
authors.affiliation: Department of Sociology, University of Macau, Macau, China.
authors.forename: Tianji
authors.initials: T
authors.lastname: Cai
mesh_terms: D000124:Achievement; D000293:Adolescent; D002648:Child; D002681:China; D003431:Cross-Cultural Comparison; D004522:Educational Status; D005260:Female; D006801:Humans; D007858:Learning; D007899:Leisure Activities; D008297:Male; D008960:Models, Psychological; D009042:Motivation; D016487:Parenting / Q000208:ethnology* / Q000523:psychology*; D026684:Personal Autonomy; D000297:Psychology, Adolescent; D013223:Statistics as Topic; D014505:Urban Population
keywords: Academic achievement; Parental involvement; Self-determination theory; Self-regulated learning; Urban China