The Effects of Parental Support on Chinese High School Students' Self‐Regulated Learning Ability--Chain Mediation of Sense of Meaning in Life and Psychological Resilience

The purpose of this study was to investigate the effects of high parental support on Chinese high school students' self‐regulated learning ability, as well as the mediating roles of meaning in life and psychological resilience between parental support and self-regulated learning ability. A questionnaire method was used to survey 39,953 sophomore high school students in a central Chinese province. Structural equation modeling was used to explore the relationship between parental support, sense of meaning in life, psychological resilience, and self‐regulated learning ability. The results show that parental support directly affects the self-regulated learning ability of high school students. Meanwhile, parental support not only indirectly affects self-regulated learning ability through sense of meaning in life and psychological resilience, but also affects high school students' self-regulated learning ability through the chain mediating effect of sense of meaning in life and psychological resilience. The results of Bootstrap show that the mediating effect in the model is significant. By exploring the intrinsic mechanism of parental autonomy support affecting self-regulated learning ability, and at the same time revealing the importance of sense of meaning in life and psychological resilience in students' development, we provide empirical evidence for parents to guide and help their children to develop self-regulated learning ability.