Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (1): 45-53.doi: 10.16187/j.cnki.issn1001-4918.2020.01.06

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The Relationship among Parental Autonomy Support, Parental Psychological Control and Junior High School Students' Creative Self-efficacy: The Mediating Role of Academic Emotions

LIU Xiaoxian1,2, GONG Shaoying1, ZHOU Zhijin1, FENG Xiaowei1, YU Quanlei1   

  1. 1. School of Psychology, Central China Normal University, Wuhan 430079;
    2. Faculty of Education, Henan Normal University, Xinxiang 453007
  • Published:2020-02-05

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Abstract: To explore the effects of parental autonomy support and psychological control on junior high school students' creative self-efficacy with academic emotions as mediators, Parental Autonomy Support Questionnaire, Parental Psychological Control Questionnaire, Students' Creative Self-Efficacy Scale and Adolescent Academic Emotions Questionnaire were used to measure 512 junior high school students. Results were as follows:(1) The relationship between parental autonomy support and creative self-efficacy was mediated by junior high school students' deactivating emotions (i.e. relaxation, boredom), but was not mediated by junior high school students' activating emotions (i.e. enjoyment, anxiety). (2) The indirect effects of four types of academic emotions were nonsignificant in explaining the relationship between parental psychological control and creative self-efficacy. These results show that the sufficient parental autonomy support will increase junior high school students' positive academic emotions, thus promoting their creative self-efficacy.

Key words: parental autonomy support, parental psychological control, academic emotions, creative self-efficacy

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