The Relationship Between Parental Psychological Control and Parental Autonomy Support in Chinese College Students: The Mediating Effect of Self‐Differentiation

Objective: This study explores the relationship between parental psychological control (PPC) and parental autonomy support (PAS) in Chinese college students and discusses the role of self‐differentiation (SD) as a mediator between the two. Methods: Through convenience sampling, data analysis, and structural equation modeling, a questionnaire survey is administered to a sample of 1377 Chinese college students (17–24 years of age, 48.4% female, 22% without siblings), including an SD scale, a PAS questionnaire, and a PPC questionnaire. Results: PPC exhibited a strong negative relationship ( r = 0.583, p < 0.01) with PAS and a substantial positive relationship ( r = 0.463, p < 0.01) with SD. Meanwhile, SD had a significant negative relationship ( r = 0.134, p < 0.01) with PAS. The SD of college students showed a masking effect on the relationship between PPC and PAS, with an indirect effect value of 0.08. PPC exhibited a negative predictive effect on PAS, and this relationship is masked or inhibited by the SD of college students. The emotional responses (ERs) and interpersonal integration in SD exhibited a masking effect, while self‐positioning (SP) and emotional disconnection (ED) exhibited a mediating effect, with effect values of 0.06, 0.04, −0.13, and −0.03, respectively. Conclusion: PPC negatively predicts PAS indirectly through college students’ SD. From the perspective of family system theory, this study confirms the importance of the SD of college students for parental strategy optimization and provides more scientific and effective strategies and guidance for future family education.