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

Background  The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates.

Main body  The 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.

Objective  The present study recruited 1908 undergraduates in China.

Methods  The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement.

Results  The 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.

Conclusion  These 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.

Keywords
Online learning; Parent autonomy support; Self-regulation; Behavioral engagement; Emotional engagement; Cognitive engagement