중국 대학생의 자기주도학습능력과 사회정서역량이 학업지속의향에 미치는 영향 — 부모 자율성지지의 조절효과를 중심으로

초록

Amid growing concerns over academic disengagement among Chinese university students—driven by socio-cultural phenomena such as tangping (“lying flat”) and neijuan (“involution”)—this study investigates the interplay between self-directed learning ability (SDLA), social-emotional competence (SEC), and parental autonomy support in shaping academic persistence intention. Building on self-determination theory, SDLA is conceptualized as an internal motivational driver that enables learners to set personal goals, regulate learning processes, and sustain engagement. SEC is positioned as a mediating mechanism that links SDLA to persistence by enhancing emotional regulation, empathy, relationship skills, and responsible decision-making. Parental autonomy support is examined as an external moderating factor that may amplify or weaken these pathways, particularly within China’s Confucian heritage emphasizing filial piety and family obligation. A cross-sectional survey was conducted in April 2025 with 592 undergraduates from three cities—Rizhao, Qingdao, and Hefei—representing Shandong and Anhui provinces. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test a moderated mediation model. The results reveal that SDLA exerts a significant positive influence on academic persistence intention. Furthermore, SEC partially mediates this relationship, suggesting that higher self-directed learning capacity enhances emotional and social skills, which in turn foster sustained academic engagement. Importantly, parental autonomy support significantly moderates the direct SDLA–persistence link, such that students perceiving greater autonomy support from parents display stronger persistence intentions, even under high academic pressure. These findings offer both theoretical and practical contributions. Theoretically, they extend self-determination theory by integrating internal capacities, socio-emotional mechanisms, and culturally embedded family dynamics into a single explanatory framework for academic persistence. Practically, they underscore the need for multi-layered interventions: implementing Social and Emotional Learning (SEL)-based programs within universities to cultivate emotional resilience, while simultaneously fostering structured parent–university partnerships that encourage autonomy-supportive parenting practices. Such integrated approaches can be particularly effective in navigating the challenges posed by rapid societal change, heightened competition, and shifting youth values in contemporary China. By revealing the interconnected roles of motivation, emotion, and family context, this research provides actionable insights for policymakers, educators, and student support services aiming to sustain academic persistence in East Asian higher education.

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