The Influence of Parental Autonomy Support on Adolescent Academic Achievement: A Moderated Mediation Model

Abstract

Based on the theories of ecosystem and self-determination, a questionnaire survey was conducted among 1,372 students from four grades (7th to 10th) in three middle schools in Chengdu, Xi'an, and Hangzhou. The study aimed to investigate the relationship between parental autonomy support and adolescents' academic performance, as well as the mediating role of metacognition and the moderating effect of grade level. The results revealed the following: 1. Parental autonomy support significantly and positively predicted adolescents' academic performance; 2. Metacognition played a significant mediating role in the relationship between parental autonomy support and adolescents' academic performance; 3. Grade level moderated the first half of the mediation model, specifically the impact of parental autonomy support on adolescents' metacognition. This study constructed a theoretical model that explores the combined influence of environmental factors (parental autonomy support) and individual factors (metacognition) on academic performance. It provides a theoretical basis and empirical support for gaining a deeper understanding of the underlying mechanisms by which parental autonomy support affects academic performance and offers insights for enhancing adolescents' academic achievement.