Prior research has investigated parental behavior and students’ motivation separately as predictors of adolescents’ academic achievement. The current study jointly examined the associations between parental behavior, adolescents’ motivation, and academic achievement. Using data collected from participants in youth programs (N = 220), we investigated whether students’ academic goal engagement and disengagement mediates the association between adolescents’ relationships with their parents and their academic achievement. Findings from regression-based mediation models indicated that adolescents’ perceived maternal support was positively associated with their academic achievement, and that this association was mediated by students’ engagement with academic goals. Perceived maternal psychological control was negatively associated with students’ academic success, mediated by students’ academic goal disengagement. Supplementary analyses examining components of perceived parental support and psychological control showed that maternal warmth may be most beneficial for adolescents’ academic success, whereas maternal devaluation may be most detrimental. Perceived paternal psychological control was only associated with lower academic achievement, but was not related to adolescents’ goal disengagement.

先前的研究分别调查了父母行为和学生动机作为青少年学业成就的预测因素。目前的研究共同研究了父母行为、青少年动机和学业成绩之间的关联。使用从青年项目参与者那里收集的数据 ( N = 220)，我们调查了学生的学业目标投入和脱离是否在青少年与父母的关系与学业成就之间起中介作用。基于回归的中介模型的结果表明，青少年感知到的母亲支持与他们的学业成就呈正相关，并且这种关联是由学生对学业目标的参与所调节的。感知到的母亲心理控制与学生的学业成功呈负相关，以学生的学业目标脱离为中介。检查感知父母支持和心理控制成分的补充分析表明，母亲的温暖可能对青少年的学业成功最有利，而母亲的贬低可能最有害。