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Parental Psychological Control and Academic Engagement: A Vicious Cycle Moderated by Teacher Autonomy Support
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J
DOI：10.1002/jad.70224.png)
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Abstract
En 中文
Parental psychological control has been linked to poor adolescent academic outcomes, yet little is known about how adolescents’ academic engagement may influence parenting or the role of school factors in these dynamics. This study examined the reciprocal relationship between parental psychological control and adolescents’ academic engagement and explored the moderating role of perceived teacher autonomy support.
Keywords:
academic engagement
adolescents
parental psychological control
teacher autonomy support
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