| Students’ learning engagement is not only influenced by the macro cultural environment,the medium educational atmosphere,such as family and school,but also by individual motivation at the micro level.As an important part of Chinese culture,filial piety is a macro cultural factor that affects students’ learning engagement.Besides,teachers and parents,as significant others for students,play an important role in students’ learning and development.At the same time,autonomous motivation,as an internal form of individual motivation,is an important factor to directly predict students’ learning engagement.However,how do these factors together affect students’ learning engagement?Based on the dual filial piety model,this study investigated the influence of dual filial piety belief on the learning engagement of middle school students,and explored its internal influence mechanism,namely the chain mediating effect of teachers’ and parents’ autonomous support and autonomous motivation.The study used filial piety belief scale,learning atmosphere questionnaire,parental autonomy support scale,academic self-regulation questionnaire and learning engagement scale to test 970 middle school students.The results showed that:(1)The filial piety belief of middle school students was above the average,and the reciprocal filial piety belief of middle school students was generally higher than the authoritarian filial piety belief.Middle school students’ perceived teacher autonomy support was above the average.The perceived parental autonomy of middle school students was also above the average.Middle school students’ autonomous motivation was about up to the average;The learning engagement of middle school students is above the average.(2)The reciprocal filial piety of middle school students showed significant differences in gender,grade,study mode and whether they were class cadres.There were significant differences in the authoritarian filial piety of middle school students in gender,grade and study mode.There were significant differences in the autonomy support from teachers in gender,grade,student origin,study mode,class cadre,mother’s education level and family economic conditions.There were significant differences in the autonomy support from parents on whether they were the only child,whether they were class cadres and family economic conditions.There were significant differences in the learning engagement in gender,grade,study style,whether they were class cadre,and family economic conditions.(3)Middle school students’ reciprocal filial piety,the autonomous support from teachers and parents,the autonomous motivation and the learning engagement were positively correlated to each other.There was no significant correlation between authoritarian filial piety and autonomous motivation,and between the authoritarian filial piety and the learning engagement.(4)The autonomy support from teachers and the autonomous motivation had a chain mediating effect between the reciprocal filial piety and the learning engagement.The autonomy support from parents and the autonomous motivation had a chain mediating effect between the reciprocal filial piety and the learning engagement.The results of this study indicate that the parent-child relationship conveyed by reciprocal filial piety is a message established through love and care.This kind of information plays an important role in both home and school environments.This makes individuals have a more flexible and elastic mentality,and more likely perceive the support from parents and teachers and internalize this external support into learning motivation,thus improving their own level of learning motivation.Therefore,such students are more willing to devote more energy and efforts to their study.This study suggests that promoting the filial piety culture of interdependence,reciprocal assistance and love can affect students’ utilization of support from teachers and parents,so as to improve their learning motivation,and then improve their learning engagement. |
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