| With the development of society,parents pay more and more attention to the education of their children,but many parents have not mastered the scientific methods of education,especially the guidance and education of children’s learning.For example,many parents are complaining that tutoring their children to do homework is difficult and painful.Parental autonomy support is an important method and strategy for children’s education.Parental autonomy support for children’s learning has an important impact on children’s learning psychology,behavior and performance.However,at present,the characteristics,problems and improvement methods of parental autonomy support of Chinese parents are not clear.In response to these problems,this research attempts to investigate the characteristics and problems of parental autonomy support for primary and secondary school students in our country through two sub-studies,and develops a training program for parental autonomy support based on related characteristics and problems,and examines the training effects of the program to help parents improve autonomy support level,and in turn promote their children’s learning.Study 1 used the Parental Autonomous Support Scale,the Perceived Autonomous Support Scale,the Homework Motivation Questionnaire and the Learning Initiative Questionnaire to survey 2113 students from grades 2 to 9 and their parents in 10 schools in Jiangxi,Jiangsu and Shanghai,to understand the characteristics and problems of parental autonomy support;at the same time,to explore the relationship between parental autonomy support and children’s learning psychology(taking homework autonomy motivation and learning initiative as indicators)and learning performance(using academic performance as an indicator)to obtain an indicator of parental autonomy support from the perspective of children.Study 2 developed an intervention plan for parental autonomy support based on the findings of Study 1.From the 2 schools surveyed in Study 1,63 parents with low parental autonomy support were recruited for the study.Among them,30 parents entered the intervention group,and 33 Parents entered the control group.30 parents in the intervention group were given a 60-minute parental autonomy support training once a week for 7 weeks.For the parents of the control group,a popular science article was distributed every 2 weeks.The Parental Autonomous Support Scale,the Perceived Autonomous Support Scale were used to measure the parental autonomy support of parents before the start of the training,after the training,and 2 months after the training.The Homework Motivation Questionnaire and the Learning Initiative Questionnaire were used to measure the students three times at the same time point,in addition,two final exam results before and after the intervention were collected.The results of Study 1 showed: Parental autonomy support presented significant grade differences(p<0.001).Grade 2 was significantly higher than all other grades,and junior high school(grades 7-9)was significantly lower than elementary school(grades 2-6);Students from cities and towns had significantly higher parental autonomy support than rural students(p<0.001);but there was no significant gender difference(T=-1.660,T=-1.319,p>0.05);There was a significant difference in the scores of parental autonomy support rated by students and that of parental autonomy support rated by parents(p<0.001);Parental autonomy support was significantly positively correlated with learning initiative,homework autonomy motivation,and academic performance(p<0.01),and significantly negatively correlated with homework controlled motivation(p<0.01).Study 2’s repeated measurements analysis of variance showed that when parental autonomy support and homework-controlled motivation were taken as dependent variables,the main effects of intervention and time point were significant,and the interaction between the two was also significant.When children’s academic performance was used as the dependent variable,the main effect of intervention and time point was not significant,but the interaction between the two was significant.A further post-analysis of these interactions showed that the level of parental autonomy and academic performance of the intervention group were significantly higher than those of the pretest and the control group’s pre-and post-test;the controlled motivation for homework was significantly lower than that of the pretest and the control group’s pre-and post-test;There was no significant difference between the level of parental autonomy support in the follow-up test of the intervention group and the control group,and the controlled motivation for homework was significantly lower than the followup test of the control group.There was no significant difference between the control group’s post-test and follow-up test of parental autonomy support and homeworkcontrolled motivation compared with the pre-test,and the control group’s academic performance in the post test compared with the pre-test.But when learning initiative was used as the dependent variable,the main effect of intervention and time point was not significant,and the interaction effect of the two was not significant.This study draws the following conclusions:(1)The main characteristics and problems of parental autonomy support for primary and secondary school students are as follows: the level of parental autonomy support has dropped significantly after the second grade of elementary school,and the parental autonomy support of junior high school students is lower than that of elementary school students;parents are likely to overestimate their level of parental autonomy support.(2)Children’s learning autonomy and learning performance are affected by parental autonomy support,which can be used as an indirect indicator to evaluate the level of parental autonomy support from the perspective of children.(3)The parental autonomy support intervention program developed in this research can effectively improve parents’ parental autonomy support and children’s homework autonomy motivation and academic performance,and reduce children’s controlled homework motivation,but it seems to have no obvious effect on children’s learning initiative. |
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