The association between parents’ and teachers’ autonomy support and students’ learning enjoyment: The role of self-efficacy for self-regulated learning and self-regulated learning

Abstract

: To explore the relationship between parents’ and teachers’ autonomy support and students’ learning enjoyment, and the role of self-efficacy for self-regulated learning and self-regulated learning (SRL) in this relationship. A convenient sampling method was adopted to investigate 737 junior middle school and primary school students (boys = 49.53%, mean age = 12.54 years, SD = 1.48) by using the parent and teacher autonomy support scale, learning enjoyment scale, self-efficacy for self-regulated learning scale and self-regulated learning questionnaire. SPSS 20.0 and AMOS 24.0 were employed to perform the data analysis. Results indicated that: (1) Self-efficacy for SRL mediated the relationships between parents’ and teachers’ autonomy support and learning enjoyment, respectively; (2) SRL also mediated the relationships between parents’ autonomy support and learning enjoyment; (3) Self-efficacy for SRL and SRL sequentially mediated the relationships between parents’ and teachers’ autonomy support and learning enjoyment, respectively. This study contributes to a deeper understanding of how autonomy support from parents and teachers relates to students’ learning enjoyment, and offers practical implications for interventions aimed at enhancing self-regulated learning and fostering positive academic emotions among primary and junior middle school students.