The Relationship Between Parental Autonomy Support and Adolescent Academic Achievement: The Mediating Role of Metacognition and the Moderating Effect of Grade Level
学业成绩对于青少年而言具有深远影响，是发展与教育心理学领域专业人员研究的重点问题之一。家校结合，找到提高青少年学业成绩的不同路径和关键时期，对于青少年学业成绩的有效干预具有重要意义。以往研究中，较少关注父母自主支持、元认知对青少年学业成绩的影响及其发展变化规律，且父母自主支持和元认知在年级上差异的研究结果并不一致的。
因此，本研究基于生态系统理论的 PPCT（Proximal Processes, Personal Characteristics, Context, and Time Model）模型和自我决定理论，聚焦青少年群体，采用横断和纵向研究相结合的设计，考察父母自主支持和青少年学业成绩的关系，以及元认知和年级对父母自主支持和青少年学业成绩关系的影响。
研究一采用横断研究，考察青少年被试的父母自主支持和学业成绩间的关系，以及元认知的中介作用和年级的调节作用。结果发现：（1）父母自主支持对青少年学业成绩具有正向预测作用；（2）元认知在父母自主支持和青少年学业成绩之间起部分中介作用；（3）年级在父母自主支持、元认知和青少年学业成绩的中介模型中起调节作用，调节中介模型的前半段，即年级在父母自主支持与元认知之间起调节作用。
研究二采用间隔 6 个月的纵向研究，追踪研究一中的部分青少年被试，进一步揭示父母自主支持和学业成绩间的关系，以及元认知的中介作用和年级的调节作用。结果发现：（1）父母自主支持对青少年学业成绩的预测作用边缘显著；（2）在半纵向中介分析中，T1 或 T2 元认知在 T1 父母自主支持和 T2 学业 成绩的关系中起完全中介作用；（3）年级在父母自主支持、元认知和青少年学业成绩的半纵向中介模型中起调节作用，调节中介模型的前半段，即年级在父母自主支持与元认知之间起调节作用。
基于以上两项研究结果，本论文得出以下结论：（1）父母自主支持能直接正向预测青少年的学业成绩，但随着时间的发展直接预测作用在逐渐减弱；（2）元认知在父母自主支持和青少年学业成绩中起中介作用，在即时机制中起部分中介作用，在长期机制中起完全中介作用，随着时间的发展中介作用在增强；（3）年级在中介模型和半纵向中介模型中均起到调节作用，但随着时间的发展对高一年级的调节作用明显减弱，并有改变父母自主支持对元认知影响方向的趋势，即从促进作用变为阻碍作用；同时证明初一、初二年级是通过此路径提高青少年学业成绩的关键期。
其他摘要
Academic achievement holds significant influence for adolescents and stands as one of the pivotal inquiries in the field of developmental and educational psychology. A collaborative effort between home and school to identify different pathways and critical periods for enhancing academic performance among adolescents holds crucial importance for effective interventions in adolescent academic achievement. Prior research has shown limited focus on the impact of parental autonomy support and metacognition on adolescent academic achievement, and findings regarding the grade-level differences in parental autonomy support and metacognition are inconclusive.
Therefore, this study, based on the ecological systems theory's PPCT (Proximal Processes, Personal Characteristics, Context, and Time Model) framework and self-determination theory, focuses on the adolescent population. It adopts a combined design of cross-sectional and longitudinal studies to investigate the relationship between parental autonomy support and adolescent academic achievement, as well as the impact of metacognition and grade level on the relationship between parental autonomy support and adolescent academic achievement.
Study 1 employs a cross-sectional design to investigate the relationship between parental autonomy support and academic achievement among adolescent participants. It also explores the mediating role of metacognition and the moderating effect of grade level. The findings reveal that: (1) parental autonomy support positively predicts adolescent academic achievement; (2) metacognition partially mediates the relationship between parental autonomy support and adolescent academic achievement; (3) grade level moderates the mediation model, specifically acting as a moderator between parental autonomy support and metacognition.
Study 2 utilized a longitudinal study with a 6-month interval, tracking a subset of adolescents from Study 1 to further reveal the relationship between parental autonomy support and academic achievement, as well as the mediating role of metacognition and the moderating effect of grade level. The findings revealed that: (1) The predictive effect of parental autonomy support on adolescent academic achievement was marginally significant; (2) In the half-longitudinal mediation analysis, metacognition at T1 or T2 fully mediated the relationship between parental autonomy support at T1 and academic achievement at T2; (3) Grade level moderated the half-longitudinal mediation model among parental autonomy support, metacognition, and adolescent academic achievement, specifically acting as a moderator between parental autonomy support and metacognition in the first half of the moderated mediation model.
Based on the results of both studies, the following conclusions are drawn: (1) Parental autonomy support directly and positively predicts adolescent academic achievement, although this direct predictive effect gradually diminishes over time; (2) Metacognition serves as a mediator between parental autonomy support and adolescent academic achievement, partially in the immediate mechanism and fully in the long-term mechanism, with the mediating effect strengthening over time; (3) Grade level acts as a moderator in both the mediation model and the half-longitudinal mediation model. However, over time, its moderating effect significantly diminishes for higher-grade levels. There is also an observed trend of changing the direction of parental autonomy support on metacognition, transitioning from a facilitating role to an inhibiting one. Simultaneously, it confirms that the first and second years of junior high school are critical periods for enhancing adolescent academic achievement through this pathway.
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