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How Parental Involvement Influences Adolescents’ Academic Emotions from Control-Value Theory

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Abstract

Objectives

Parental involvement plays an important role in adolescents’ cognitive, emotional, and social development. However, whether parental involvement will influence adolescents’ academic emotions and, if so, what the underlining mechanism is have not been explored. This study aims to examine the mediation effects of adolescents’ academic self-efficacy and academic value between parental involvement and academic emotions.

Methods

In total, 391 triads (including students and their parents) participated in the study. Students ranged from 10 to 18 years old (M = 13.57, SD = 2.48) and included 194 males and 197 females. We established two models (both demonstrated acceptable model fit) to examine the mediation effects of academic value (academic intrinsic value and academic extrinsic value, respectively) and academic self-efficacy (academic self-efficacy of behavior and academic self-efficacy of ability, respectively).

Results

Our results indicate that academic intrinsic value played a full mediating role between parental involvement and academic emotions (enjoyment and boredom). Academic self-efficacy of behavior exhibited full mediation between parental involvement and academic boredom, whereas academic self-efficacy of ability fully mediated the relationship between parental involvement and academic enjoyment.

Conclusions

This study indicates that academic value and academic self-efficacy mediate parental involvement and academic emotions, broadening the research on parental involvement and supporting the control-value theory of academic emotions.

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Author Contributions

Y.D.: designed the study, collaborated in the final editing of manuscript and provided funding for the study. H.W.: analyzed data, wrote the initial draft of the paper, and collaborated in the final editing manuscript. L.Z.: collaborated in designing and executing the study. C.L. and Y.F.: reviewed and edited the manuscript.

Funding

The author received funding from Fundamental Research Funds for the Central Universities, and the Research Funds of Renmin University of China (18XNA009).

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Authors and Affiliations

  1. Department of Psychology, Renmin University of China, Beijing, China

    Yan Dong, Hongfei Wang, Chen Li & Yuan Fang

  2. Twenty-first Century Education Research Institute, Room 263, North Road of West Third Ring No. 89, Haidian District, Beijing, China

    Lin Zhu

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  1. Yan Dong
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  2. Hongfei Wang
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  3. Lin Zhu
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Correspondence to Lin Zhu.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional research committee (Renmin University of China) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. The ethics approval was obtained from The Ethics Review Board at Renmin University of China.

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Informed consent was obtained from all student participants and their parents included in the study.

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Dong, Y., Wang, H., Zhu, L. et al. How Parental Involvement Influences Adolescents’ Academic Emotions from Control-Value Theory. J Child Fam Stud 29, 282–291 (2020). https://doi.org/10.1007/s10826-019-01586-3

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