Abstract

The present research examined relationships between parental autonomy support, parental psychological control, and Chinese emerging adults’ autonomous regulation in their university studies as well as dysregulation in social media engagement. A total of 287 (102 female and 185 male) Chinese university students reported on their perceived parenting styles, psychological needs, and behavior regulation. Results showed that basic psychological need satisfaction was positively associated with parental autonomy support and autonomous regulation of learning; need frustration was positively correlated with parental psychological control and dysregulation in social media engagement. More importantly, psychological need frustration was a mediator of the relation between parental psychological control and dysregulation in social media engagement. Our findings suggest that students living in an autonomy-supportive familial environment tend to have satisfied psychological needs as well as autonomous learning behavior. Impairment of psychological needs could be one of the mechanisms through which psychologically controlling parenting was linked to dysregulation of social media use in Chinese culture.

RAS ID

43769

Document Type

Journal Article

Date of Publication

2-18-2022

Volume

12

School

School of Education

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Publisher

Frontiers

Comments

Wei, S., Teo, T., Malpique, A., & Lausen, A. (2022). Parental Autonomy Support, Parental Psychological Control and Chinese University Students' Behavior Regulation: The Mediating Role of Basic Psychological Needs. Frontiers in psychology, 12, 735570. https://doi.org/10.3389/fpsyg.2021.735570

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Link to publisher version (DOI)

10.3389/fpsyg.2021.735570