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Influence of Parents' Autonomy Support on Elementary Students' Self-Regulated Learning Efficacy: The Mediating Effect of Self-Determined Motivation

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키워드

주제분류교육학

초록

The present study investigated the influence of parents' autonomy support on children's self-regulated learning efficacy, and the mediating effect of two types of children's self-determined motivation, i.e., motivation by autonomous regulation (autonomous motivation) and motivation by controlled regulation (controlled motivation). A total of 1375 4th through 6th grade elementary school students from around the nation completed perceived parents' autonomy support, self- regulation in learning, and self-regulated learning efficacy questionnaires. Covariance structure analysis was used to compare the goodness of fit of the two models: a partial meditation model and a full mediation model that depicted the direct and indirect (through autonomous motivation and controlled motivation) effects of parents' autonomy support on students' self-regulated learning efficacy. The results showed that the partial mediation model was better fitted to the data than the full mediation model. Parents' autonomy support―an important home environment factor―had positive effects on students' autonomous motivation. However, it had negative effects on students' controlled motivation. The mediation analysis revealed that the relation between parents' autonomy support and students' self-regulated learning efficacy was partially mediated by autonomous motivation, but the relation between students' controlled motivation and self-regulated learning efficacy was not significant. The results indicated that parents' autonomy support might contribute to changes in the type of students' self-determined motivation and in their self-regulated learning efficacy. The findings of the present study suggested the importance of parental education to facilitate an autonomy-supportive home environment.

Abstract

The present study investigated the influence of parents' autonomy support on children's self-regulated learning efficacy, and the mediating effect of two types of children's self-determined motivation, i.e., motivation by autonomous regulation (autonomous motivation) and motivation by controlled regulation (controlled motivation). A total of 1375 4th through 6th grade elementary school students from around the nation completed perceived parents' autonomy support, self- regulation in learning, and self-regulated learning efficacy questionnaires. Covariance structure analysis was used to compare the goodness of fit of the two models: a partial meditation model and a full mediation model that depicted the direct and indirect (through autonomous motivation and controlled motivation) effects of parents' autonomy support on students' self-regulated learning efficacy. The results showed that the partial mediation model was better fitted to the data than the full mediation model. Parents' autonomy support―an important home environment factor―had positive effects on students' autonomous motivation. However, it had negative effects on students' controlled motivation. The mediation analysis revealed that the relation between parents' autonomy support and students' self-regulated learning efficacy was partially mediated by autonomous motivation, but the relation between students' controlled motivation and self-regulated learning efficacy was not significant. The results indicated that parents' autonomy support might contribute to changes in the type of students' self-determined motivation and in their self-regulated learning efficacy. The findings of the present study suggested the importance of parental education to facilitate an autonomy-supportive home environment.

참고문헌 (55)

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