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Relationship Between Perceived Parental Academic Expectations and Students' Self-Regulated Learning Ability: A
Frontiers in Psychology
|November 24, 2022
Summary
Parental academic expectations influence college students' self-regulated learning, with mastery goal orientation playing a mediating role. Self-reflection also moderates this relationship, impacting learning outcomes.
Area of Science:
- Educational Psychology
- Student Learning
Background:
- Parental influence on learning often diminishes in prior research concerning college students due to physical distance.
- The parent-student relationship remains a significant factor in academic motivation and achievement during higher education.
Purpose of the Study:
- To investigate the interplay between perceived parental academic expectations, mastery goal orientation, self-reflection, and self-regulated learning in college students.
- To examine the mediating role of mastery goal orientation and the moderating role of self-reflection in this relationship.
Main Methods:
- Utilized mediation and moderated mediation analyses.
- Sample comprised 691 college students.
Main Results:
- Mastery goal orientation partially mediated the link between perceived parental academic expectations and self-regulated learning.
- Self-reflection moderated the relationship between perceived parental academic expectations and self-regulated learning.
- The positive effect of parental expectations on self-regulated learning was stronger for students with lower self-reflection.
Conclusions:
- Parental academic expectations are crucial for college students' self-regulated learning, operating through mastery goals.
- Self-reflection significantly influences how parental expectations translate into self-regulated learning behaviors.
- Interventions should consider both parental expectations and students' self-reflection skills to enhance academic self-regulation.
Keywords:
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