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<p>Grounded in motivational dynamics theory, this research investigates how parental warmth within the family education environment influences adolescents’ engagement in learning. It also examines the role of adolescents’ self-cognition and regulation, focusing on mindfulness and intentional self-regulation. A sample of 1255 Chinese adolescent students was recruited. Structural equation modeling (SEM) was employed to examine the relationships among parental warmth, mindfulness, intentional self-regulation, and study engagement. A strong, positive relationship was found among parental warmth, mindfulness, intentional self-regulation, and study engagement (0.29 ≤ <i>r</i> ≤ .48, <i>p</i> &lt; .01). Parental warmth was a positive predictor of adolescents’ study engagement, with a direct effect of 0.34, accounting for 48.57% of the total effect. Additionally, parental warmth influenced study engagement indirectly through mindfulness and intentional self-regulation. The chain-mediated role of mindfulness and intentional self-regulation explained 51.43% of the total effect, with an indirect effect size of 0.36. The chain-mediating effect of mindfulness and intentional self-regulation underscores the importance of both parental warmth and adolescents’ self-cognition and regulation in shaping adolescents’ learning behaviors.</p>

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The chain mediating effect of mindfulness and self-regulation in the relationship between parental warmth and adolescent study engagement

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月17日

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  • Xiangli Guan,
  • Yaqi Zhang,
  • Jingjing Wang,
  • Xuejiao Li,
  • Lina Ma,
  • Md Zahir Ahmed

摘要

Grounded in motivational dynamics theory, this research investigates how parental warmth within the family education environment influences adolescents’ engagement in learning. It also examines the role of adolescents’ self-cognition and regulation, focusing on mindfulness and intentional self-regulation. A sample of 1255 Chinese adolescent students was recruited. Structural equation modeling (SEM) was employed to examine the relationships among parental warmth, mindfulness, intentional self-regulation, and study engagement. A strong, positive relationship was found among parental warmth, mindfulness, intentional self-regulation, and study engagement (0.29 ≤ r ≤ .48, p < .01). Parental warmth was a positive predictor of adolescents’ study engagement, with a direct effect of 0.34, accounting for 48.57% of the total effect. Additionally, parental warmth influenced study engagement indirectly through mindfulness and intentional self-regulation. The chain-mediated role of mindfulness and intentional self-regulation explained 51.43% of the total effect, with an indirect effect size of 0.36. The chain-mediating effect of mindfulness and intentional self-regulation underscores the importance of both parental warmth and adolescents’ self-cognition and regulation in shaping adolescents’ learning behaviors.