The Impact of Parental Autonomy Support on Junior High School Students’ Academic Engagement: The Mediating Role of Personal Growth Initiative

目的：探讨父母自主支持对初中生学习投入的影响机制，进一步探究个人成长主动性在两者之间的中介作用。方法：采用《学习投入量表》《父母自主支持量表》《个人成长主动性量表》对289名初中生进行调查。结果：1) 初中生的父母自主支持与学习投入显著正相关；个人成长主动性与学习投入显著正相关；父母自主支持与个人成长主动性显著正相关。2) 初中生的父母自主支持能显著正向预测学习投入；初中生父母自主支持能显著正向预测个人成长主动性。3) 初中生的个人成长主动性在父母自主支持与学习投入中起部分中介作用。结论：初中生父母自主支持不仅能直接预测学习投入，还能通过个人成长主动性间接影响学习投入。Objective: To explore the influence mechanism of parental autonomy support on academic engagement among junior high school students and further investigate the mediating role of personal growth initiative between the two. Methods: A survey was conducted among 289 junior high school students using the “Academic Engagement Scale,” the “Parental Autonomy Support Scale,” and the “Personal Growth Initiative Scale.” Results: 1) There is a significant positive correlation between parental autonomy support and academic engagement among junior high school students; there is a significant positive correlation between personal growth initiative and academic engagement; and there is a significant positive correlation between parental autonomy support and personal growth initiative. 2) Parental autonomy support among junior high school students can significantly positively predict academic engagement; and parental autonomy support can also significantly positively predict personal growth initiative. 3) Personal growth initiative among junior high school students plays a partial mediating role between parental autonomy support and academic engagement. Conclusion: Parental autonomy support among junior high school students can not only directly predict academic engagement but also indirectly influence it through personal growth initiative.