Parenting Journal · Volume 1 · Issue 1 · Licensed source edition
The effect of parental and teacher autonomy support and core self-evaluations: a three-wave longitudinal study of middle students’ career adaptability
Originally published 2024-09-30 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2024.1404478 ↗
Editorial reading guide · Independence
How can I support a teenager’s exploration of future interests without choosing their path for them?
Career adaptability provides a practical context for studying supported self-direction. The study distinguishes parental support, teacher support, and adolescents’ core self-evaluations.
Who was studied?
482 students retained across three surveys in two schools in Anhui, China.
Age / stage: Middle-school adolescence; mean age approximately 13
Read with three questions
- How were parental autonomy support and career adaptability measured?
- Which lagged paths differed for parental and teacher support?
- How do self-report, attrition, and two-school sampling constrain causal claims?
Keep the limits in view
The study was observational and relied on self-reports from two schools. Three waves over one year and a restricted cultural setting do not establish a universal causal pathway.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Xiaoyun Zhao; Shun Huang; Chaofan Shi (2024). The effect of parental and teacher autonomy support and core self-evaluations: a three-wave longitudinal study of middle students’ career adaptability Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2024.1404478
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.