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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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2019-11-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2019.02342/full |
| _version_ | 1818312280827232256 |
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| author | Guirong Liu Xiuqin Teng Dongchun Zhu |
| author_facet | Guirong Liu Xiuqin Teng Dongchun Zhu |
| author_sort | Guirong Liu |
| collection | DOAJ |
| 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. |
| first_indexed | 2024-12-13T08:15:21Z |
| format | Article |
| id | doaj.art-b7297690a6c944b99001a40dcdedea54 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-13T08:15:21Z |
| publishDate | 2019-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-b7297690a6c944b99001a40dcdedea542022-12-21T23:54:07ZengFrontiers Media S.A.Frontiers in Psychology1664-10782019-11-011010.3389/fpsyg.2019.02342459523Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated MediationGuirong Liu0Xiuqin Teng1Dongchun Zhu2Department of Teacher Education, Qilu Normal University, Jinan, ChinaDepartment of Teacher Education, Qilu Normal University, Jinan, ChinaShandong Dongheng Colloidal Material Co., Ltd., Jinan, ChinaBased 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.https://www.frontiersin.org/article/10.3389/fpsyg.2019.02342/fullteacher supportacademic achievementpositive self-esteemself-deprecationparents’ psychological control |
| spellingShingle | Guirong Liu Xiuqin Teng Dongchun Zhu Effect of Self-Esteem and Parents’ Psychological Control on the Relationship Between Teacher Support and Chinese Migrant Children’s Academic Achievement: A Moderated Mediation Frontiers in Psychology teacher support academic achievement positive self-esteem self-deprecation parents’ psychological control |
| 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 | teacher support academic achievement positive self-esteem self-deprecation parents’ psychological control |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2019.02342/full |
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