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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...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2019
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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. |
format | Online Article Text |
id | pubmed-6839426 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
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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