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Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation

Based on Self-Determination Theory (SDT) and Ecological Systems Theory (EST), this study attempted to examine the relationship between teacher support and Chinese migrant children’s academic achievement as well as the mediating role of self-esteem and the moderating role of parents’ psychological co...

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Autores principales: Liu, Guirong, Teng, Xiuqin, Zhu, Dongchun
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6839426/
https://www.ncbi.nlm.nih.gov/pubmed/31736816
http://dx.doi.org/10.3389/fpsyg.2019.02342
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author Liu, Guirong
Teng, Xiuqin
Zhu, Dongchun
author_facet Liu, Guirong
Teng, Xiuqin
Zhu, Dongchun
author_sort Liu, Guirong
collection PubMed
description Based on Self-Determination Theory (SDT) and Ecological Systems Theory (EST), this study attempted to examine the relationship between teacher support and Chinese migrant children’s academic achievement as well as the mediating role of self-esteem and the moderating role of parents’ psychological control. An opt-in consent procedure was employed and participation rates were 85%. Finally, six hundred and one migrant children participated in the study in spring and completed self-report questionnaires concerning teacher support, self-esteem and parents’ psychological control. Teacher support was measured by Teacher Behavior Questionnaire, self-esteem by Rosenberg’s Self-esteem Scale, and parents’ psychological control by 18 items from prior research. And students’ final academic performance of the semester was provided by the dean office. Results indicated that self-esteem (positive self-esteem/self-deprecation) mediated the positive relationship between teacher support and academic achievement. Parents’ psychological control moderated the relationship between teacher support and self-deprecation. Furthermore, parents’ psychological control moderated the mediating effect of self-deprecation on teacher support–academic achievement relationship, such that the mediating effect was positive when the level of psychological control was high while the mediating effect was not significant when psychological control was low. Parents’ psychological control neither moderate teacher support – positive self-esteem link nor the mediating effect. The findings are consistent with SDT and EST, and have both culturally specific and universal meanings. The implications of the study for promoting Chinese migrant children’s academic achievement are also discussed.
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spelling pubmed-68394262019-11-15 Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation Liu, Guirong Teng, Xiuqin Zhu, Dongchun Front Psychol Psychology Based on Self-Determination Theory (SDT) and Ecological Systems Theory (EST), this study attempted to examine the relationship between teacher support and Chinese migrant children’s academic achievement as well as the mediating role of self-esteem and the moderating role of parents’ psychological control. An opt-in consent procedure was employed and participation rates were 85%. Finally, six hundred and one migrant children participated in the study in spring and completed self-report questionnaires concerning teacher support, self-esteem and parents’ psychological control. Teacher support was measured by Teacher Behavior Questionnaire, self-esteem by Rosenberg’s Self-esteem Scale, and parents’ psychological control by 18 items from prior research. And students’ final academic performance of the semester was provided by the dean office. Results indicated that self-esteem (positive self-esteem/self-deprecation) mediated the positive relationship between teacher support and academic achievement. Parents’ psychological control moderated the relationship between teacher support and self-deprecation. Furthermore, parents’ psychological control moderated the mediating effect of self-deprecation on teacher support–academic achievement relationship, such that the mediating effect was positive when the level of psychological control was high while the mediating effect was not significant when psychological control was low. Parents’ psychological control neither moderate teacher support – positive self-esteem link nor the mediating effect. The findings are consistent with SDT and EST, and have both culturally specific and universal meanings. The implications of the study for promoting Chinese migrant children’s academic achievement are also discussed. Frontiers Media S.A. 2019-11-01 /pmc/articles/PMC6839426/ /pubmed/31736816 http://dx.doi.org/10.3389/fpsyg.2019.02342 Text en Copyright © 2019 Liu, Teng and Zhu. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Liu, Guirong
Teng, Xiuqin
Zhu, Dongchun
Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation
title Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation
title_full Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation
title_fullStr Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation
title_full_unstemmed Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation
title_short Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation
title_sort effect of self-esteem and parents’ psychological control on the relationship between teacher support and chinese migrant children’s academic achievement: a moderated mediation
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6839426/
https://www.ncbi.nlm.nih.gov/pubmed/31736816
http://dx.doi.org/10.3389/fpsyg.2019.02342
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