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Abstract：
This study aimed to investigate the relationship between parental autonomy support and children\'s self-concept, and to explore the role of basic psychological needs in Chinese primary schools from the perspective of self-determination theory. A total of 3109 children aged 6-13 years participated in eastern China. The results indicated a significant correlation between parental autonomy support, basic psychological needs, and children\'s self-concept. Basic psychological needs play a partial mediating role between parental autonomy support and children\'s self-concept. Specifically, autonomy support varied by need types whereas parental control steadily played a negative predictive role. Parental autonomy support and control predicted children\'s self-concept differently through three basic psychological needs, with differences across gender and grades. Boys and elder children had stronger relationships to competence needs, while girls were sensitive to autonomy needs; in addition, both of them were sensitive to relatedness needs. The mediating effects model and cross-group analyses revealed the complex predictive role of parental autonomy support on children\'s self-concept in China, providing an effective entry point for cross-cultural research and family education to improve children\'s psychological well-being.
摘要：
本研究旨在探讨父母自主支持与儿童自我概念的关系,并从自我决定理论的角度探讨小学基本心理需求的作用。中国东部共有3109名6-13岁儿童参加。结果表明，父母自主支持之间存在显著相关性，基本的心理需求，和孩子的自我概念。基本心理需求在父母自主支持与儿童自我概念之间起部分中介作用。具体来说,自主性支持因需求类型而异，而父母控制稳步发挥负面预测作用。父母自主支持和控制通过三种基本心理需求不同地预测了儿童的自我概念,不同性别和年级的差异。男孩和大孩子与能力需求的关系更强，而女孩对自主需求敏感；此外，他们都对亲属关系的需求很敏感。中介效应模型和跨群体分析揭示了父母自主支持对中国儿童自我概念的复杂预测作用。为提高儿童心理幸福感的跨文化研究和家庭教育提供了有效的切入点。
