The relationship between parental autonomy support and aggression: A chain mediation model

Dongbin Lai; Yuan Zheng; Menghua Wang; Pengfei Wen; Jinsong Wu

doi:10.2224/sbp.14207

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Published: Apr 2, 2025

DOI: https://doi.org/10.2224/sbp.14207

Issue: Vol. 53 No. 4 (2025)

Keywords:

parental autonomy support, aggression, psychological resilience, loneliness

Article Highlights

Parental autonomy support was found to be directly and negatively associated with college student aggression.

Parental autonomy support was indirectly associated with college students’ aggression through the individual mediators of psychological resilience and loneliness.

Psychological resilience and loneliness played a chain mediation role in the relationship between parental autonomy support and aggression in college students.

Dongbin Lai

Department of Graduate School, Guangzhou Sport University

Yuan Zheng

Department of Graduate School, Guangzhou Sport University

Menghua Wang

Department of Physical Education and Health, Zhaoqing University

Pengfei Wen

Department of School of Education, Guangzhou Sport University

Jinsong Wu

Department of School of Education, Guangzhou Sport University

Cite this article: Lai, D., Zheng, Y., Wang, M., Wen, P., & Wu, J. (2025). The relationship between parental autonomy support and aggression: A chain mediation model. Social Behavior and Personality: An international journal, 53(4), e14207.

Abstract

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This study used a chain mediation model to explore the mediating roles of psychological resilience and loneliness in the relationship between parental autonomy support and aggression among college students. We conducted a survey of 289 college students via the Questionnaire Star platform, using standardized scales for assessing parental autonomy support, aggression, psychological resilience, and loneliness. The results showed that parental autonomy support had a direct negative effect on college student aggression and indirectly influenced aggression through psychological resilience and loneliness. Through exploring the factors influencing aggression in college students from multiple perspectives, these findings provide a significant basis for promoting the mental and physical health of college students, contributing to a more stable and orderly society.

College students are at a pivotal stage of individual socialization and development, confronting pressures from multiple aspects such as academics, employment, romantic relationships, and social interactions (K. Feng et al., 2018; Wei et al., 2014). These pressures can precipitate irrational behaviors such as aggression (S. Yu et al., 2022), whereby an individual actively or passively inflicts harm on others (Yao et al., 2024). When left unaddressed, aggressive behavior can become a significant psychological and behavioral adaptation issue (J. Feng & Dai, 2002; Webb et al., 2012) that can damage mental and physical health (Zhu et al., 2017) and interpersonal relationships (L. Zhang & Wu, 2011), and also destabilize society (Hj Ramli et al., 2018). Thus, understanding the precedents of aggressive tendencies in individual socialization is a critical research area.

The interplay of external influences and internal mechanisms behind the emergence of aggression is complex. These include evolutionary factors, individual differences, situational influences, and cultural constraints (Richard et al., 2003). Among these mechanisms, there is consensus in the literature that the family environment and parenting styles significantly influence the aggressive behavior of offspring (H. Li, 2010; Patterson et al., 2017). However, scholars are yet to provide a holistic understanding of the precedents of aggressive behavior.

This study addressed this research gap by examining the predictive effect of parental autonomy support on aggression and its internal mechanisms. According to self-determination theory, autonomy is one of the three fundamental psychological needs of humans, which when not met lead to more frequent conflicts (Vasquez et al., 2016). Parental autonomy support is a parenting style in which parents allow their children to have a breadth of choices during upbringing, while also encouraging self-regulation and decisions that align with their personal desires (Ryan & Deci, 2018; Xie & Tong, 2024). Taking individual differences into account, this study constructed a chain mediation model to examine the mechanisms through which parental autonomy support influences aggression in college students, investigating resilience and loneliness as individual mediators as well as whether they had a chain mediation effect.

Researchers have shown parental autonomy support to have several positive benefits. First, when individuals experience autonomy support, their intrinsic motivation is enhanced, contributing to more positive behavioral patterns (Deci & Ryan, 2013). Second, in an environment of parental autonomy support, children tend to have better emotional adjustment (Peng et al., 2021), higher well-being (R. Li et al., 2019), and fewer behavioral issues (Hinduja & Patchin, 2022). As a positive parenting approach, parental autonomy support enhances understanding and acceptance, providing substantial emotional support for children (Duan & Cheng, 2006), potentially reducing their anxiety and hostility, and decreasing the harmful effects of stressful events. On the basis of these findings, we proposed the following hypothesis:

Hypothesis 1: Parental autonomy support will be negatively associated with aggression in college students.

Resilience is the ability or trait of an individual to effectively adapt to life adversities such as stress, setbacks, and trauma (Connor & Davidson, 2003), making it a significant psychological resource and an important piece of psychological capital (Luthans et al., 2007). Individuals who demonstrate resilience can more effectively manage stress and negative emotions, reducing the need for aggressive behavior (Masten, 2001). In a study on aggressive behaviors among college students, X. Liu and Gao (2013) found that students in a high-aggression group scored significantly lower on various dimensions of resilience than those in a low-aggression group. In addition, studies have shown a direct relationship between parental autonomy support and the enhancement of psychological resilience (Skinner & Edge, 2002). On the basis of these findings, we proposed the following hypothesis:

Hypothesis 2: Resilience will mediate the relationship between parental autonomy support and aggression in college students.

Loneliness is a distressing psychological experience that occurs when an individual’s intimate relationships do not meet psychological expectations (Da et al., 2009; Marquez et al., 2023). According to general strain theory, individuals under the stress and tension caused by loneliness may experience more negative emotions, which can lead to maladaptive behaviors (Yang, 2003). For example, prolonged feelings of loneliness can cause individuals to describe themselves negatively and to harbor negative views about others, which can hinder interpersonal interactions and lead to overt aggressive behaviors (Karaoglan Yilmaz et al., 2023). As a result, loneliness is a significant precursor to aggressive behavior (Qualter et al., 2015), which individuals may use to express dissatisfaction and seek attention when they feel lonely (Baumeister & Leary, 1995). Moreover, when there is a lack of parental autonomy support, college students feel neglected or rejected, which they may internalize as a negative self-evaluation, contributing to feelings of loneliness and subsequently aggressive behavior (Cacioppo & Patrick, 2008). Therefore, we proposed the following hypothesis:

Hypothesis 3: Loneliness will mediate the relationship between parental autonomy support and aggression in college students.

Resilience and loneliness are interlinked and influence each other antagonistically. On the one hand, resilience has the potential to alleviate negative emotions and feelings of loneliness (Ye et al., 2017). However, loneliness is also a risk factor for psychological resilience, reducing an individual’s ability to perceive the external support resources that help develop resilience (C. Chen et al., 2022). On the basis of this complex relationship, we proposed the following hypothesis:

Hypothesis 4: Resilience and loneliness will play a chain mediating role in the relationship between parental autonomy support and aggression in college students.

The research model is shown in Figure 1.

Figure 1. Conceptual Framework

Method

Participants and Procedure

This study utilized convenience sampling to recruit volunteer participants from higher education institutions in Guangdong Province and Jiangxi Province. We distributed our survey to 300 college students through the Questionnaire Star platform on WeChat from March 1–3, 2024. After removing invalid samples due to high repetition and wave-pattern responses, we retained 289 valid forms from 148 men (51.2%) and 141 women (48.8%). Respondents ranged in age between 19 and 25 years (M = 22.90, SD = 1.44). There were no significant differences in the variables among different genders and educational levels. The research design was approved by the Human Research Ethics Committee of Guangzhou Sport University (2024LCLL-45).

Measures

Parental Autonomy Support Scale

We used the eight-item Parental Autonomy Support Scale (Wang et al., 2007) to measure the level of parental autonomy support among college students. A sample item is “My parents allow me to make my own decisions.” Items are rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) with higher scores indicating higher levels of parental support. In this study Cronbach’s alpha was .86.

Aggression Scale

To measure aggression we used the 22-item Chinese college student version of the Buss–Perry Aggression Questionnaire (Buss & Perry, 1992), which was translated into Chinese by Lv et al. (2013). This scale is divided into four dimensions: hostility, physical aggression, impulsivity, and irritability. A sample item is “Sometimes I flare up for no reason.” Items are rated on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) with higher scores indicating stronger individual aggression. This scale has demonstrated high reliability and validity among Chinese college students (X. Chen et al., 2022). In this study Cronbach’s alpha was .92.

Psychological Resilience Scale

We employed the 25-item Connor–Davidson Resilience Scale, created by Connor and Davidson (2003) and adapted and translated into Chinese by X. Yu and Zhang (2007), to assess the resilience levels of college students. This scale is divided into three dimensions: tenacity, strength, and optimism. A sample item is “I can handle whatever comes.” Items are rated on a 5-point Likert scale (0 = never, 4 = always), with higher scores indicating higher levels of psychological resilience. The scale has shown high reliability and validity among Chinese college students (X. Chen et al., 2022). In this study Cronbach’s alpha was .95.

Loneliness Scale

To measure loneliness we used the eight-item UCLA Loneliness Scale, which was developed by Hays and DiMatteo (1987) and translated into Chinese by Y. Liu and Gu (2012). A sample item is “Do you often feel that there is no one you can trust?” Items are rated on a 4-point Likert scale (1 = never to 4 = always), with higher scores indicating higher levels of loneliness except for Items 3 and 6, which are reverse scored. In this study Cronbach’s alpha was .711.

Data Analysis

We conducted statistical analyses using SPSS 26.0 software for Pearson correlation analysis, and Model 6 of the PROCESS macro for mediation effect testing. In addition, we conducted a confirmatory factor analysis using Amos 29.0.

Results

Common Method Bias Test

We employed Harman’s single-factor test to check for common method bias. The results indicated that there were 13 factors with eigenvalues greater than 1. Among these, the first factor accounted for 22.84% of the variance, which is below the critical threshold of 40%, indicating that common method bias did not significantly affect our data. In addition, we used confirmatory factor analysis to extract a common factor from the multiple variables involved in the study and loaded all items onto this factor. The fit indices of the one-factor model were poor, χ²/df = 4.67, comparative fit index = .36, Tucker–Lewis index = .34, incremental fit index = .37, root-mean-square error of approximation = .11, standardized root-mean-square residual = .13. These results further supported our finding that no single factor explained a major portion of the variance.

Descriptive Statistics and Correlation Analysis

As shown in Table 1, the correlation coefficients among parental autonomy support, psychological resilience, loneliness, and aggression were all statistically significant. In addition, there were significant relationships between parental autonomy support and psychological resilience, loneliness, and aggression; between psychological resilience and loneliness and aggression; and between loneliness and aggression.

Table 1. Descriptive Statistics and Correlation Coefficients for Study Variables

Note. N = 289.

** p < .01.

Mediating Effects of Resilience and Loneliness

We tested the mediating effects by using Model 6 of the PROCESS macro to conduct a bootstrapped analysis. As shown in Table 2, parental autonomy support significantly and negatively predicted aggression in college students, supporting Hypothesis 1. When the mediators were included, the direct effect of parental autonomy support on aggression remained significant and negative. Parental autonomy support significantly and positively predicted psychological resilience, while it significantly and negatively predicted loneliness. Psychological resilience significantly and negatively predicted loneliness and aggression in college students, while loneliness significantly and positively predicted aggression in college students.

Table 2. Analysis of Regression Relationships Among Variables

Note. CI = confidence interval; LL = lower limit; UL = upper limit.

Table 3 and Figure 2 show the results of the mediation effect analysis. Parental autonomy support had a direct effect on aggression, with a direct effect value of –.52, which accounted for 65.00% of the total effect (–.80). Psychological resilience and loneliness acted as sequential mediators between parental autonomy support and aggression, with a total mediation effect value of –.23, accounting for 28.75% of the total effect (–.80). This total mediation effect comprised three pathways. The indirect effect from the parental autonomy support → psychological resilience → aggression pathway was –.20, accounting for 25.00% of the total effect. The indirect effect from the parental autonomy support → loneliness → aggression pathway was –.06, accounting for 7.50% of the total effect. The indirect effect from the parental autonomy support → psychological resilience → loneliness → aggression pathway was –.02, accounting for 2.50% of the total effect. The 95% confidence intervals for these indirect effects did not include zero, indicating that all three indirect effects were statistically significant, supporting Hypotheses 2, 3, and 4.

Table 3. Analysis of Mediation Effects Between Parental Autonomy Support and Aggression

Note. CI = confidence interval; LL = lower limit; UL = upper limit.

Figure 2. Chain Mediation Model of Parental Autonomy Support and Aggression

* p < .05. ** p < .01.

Discussion

Parental Autonomy Support and Aggression in College Students

This study found that the direct effect of parental autonomy support on aggression in college students was significant, supporting Hypothesis 1. This result is in line with previous findings as well as the framework of self-determination theory, which emphasizes the role of parental autonomy support in the physical and psychological growth of individuals (Marbell-Pierre et al., 2019; Soenens et al., 2007). College students raised by parents who provide emotional support and encourage autonomous decision making (Grolnick & Ryan, 1989) tend to have their basic needs met, which contributes to better interpersonal relationships (Deci & Ryan, 2018), better control of emotions and problem behaviors such as aggression (Eisenberg et al., 2005), enhanced intrinsic motivation, (Deci & Ryan, 2000), and greater self-determination (Guo et al., 2021). In turn, individuals with high self-determination tend to adopt adaptive coping strategies, such as solving problems in positive ways rather than resorting to aggressive behaviors.

Independent Mediating Effect of Resilience

This study found that psychological resilience acted as an independent mediator between parental autonomy support and aggression in college students, supporting Hypothesis 2. This is consistent with previous findings that parental autonomy support positively affects psychological resilience (Dawson & Pooley, 2013) and that psychological resilience negatively influences aggression (Y. Li et al., 2024). Parental autonomy support provides a positive environment that allows college students to adopt positive coping strategies and thus exhibit higher psychological resilience when facing challenges and adversities (Ryan & Deci, 2000; Skinner & Zimmer-Gembeck, 2007). Moreover, psychological resilience enhances individuals’ mental health and social adaptability, reducing psychological behavioral adaptation issues such as aggression (S. Yu et al., 2022).

Independent Mediating Effect of Loneliness

This study found that loneliness served as an independent mediator between parental autonomy support and aggression in college students, supporting Hypothesis 3. This finding is consistent with previous research showing that parental autonomy support has a negative effect on loneliness (R. Li et al., 2019) and that loneliness positively influences aggression (K. Zhang et al., 2023). An environment of high parental autonomy support helps children establish secure and harmonious interpersonal relationships (La Guardia et al., 2000), satisfying their relational needs, further fostering positive emotions, and subsequently reducing their feelings of loneliness (Martín-Albo et al., 2015). In contrast, when individuals face prolonged feelings of loneliness, they often adopt a negative view of others and themselves, which hinders their interpersonal interactions and can lead to aggressive behaviors (Karaoglan Yilmaz et al., 2023; K. Zhang et al., 2023).

Chain Mediating Effect of Resilience and Loneliness

This study further found that there was a chain mediation effect of psychological resilience and loneliness on the impact of parental autonomy support on aggressive behavior among college students, supporting Hypothesis 4. This finding aligns with previous research indicating that psychological resilience is a protective factor (Xi et al., 2015) that not only helps resist setbacks and stress but can also be enhanced under the context of social relationships such as those inherent in parental autonomy support, strengthening an individual’s social adaptation behaviors and reducing their perceptions of loneliness (Wan et al., 2023). The impact of loneliness illustrates the significant effect that an individual’s emotional subjective experience in social relationships has on their behavioral outcomes. When college students feel understood and supported, their sense of loneliness decreases and resilience increases, which in turn further reduces their aggressive behaviors.

Practical Implications

This study has practical implications. The results demonstrate that parental autonomy support can significantly decrease aggression among college students by boosting psychological resilience and alleviating loneliness. Through highlighting the critical role of family dynamics, the findings emphasize the necessity of integrating such dynamics into interventions designed to reduce aggressive behaviors and promote social harmony. Therefore, we recommend that school counselors and educational policymakers implement educational and counseling strategies that encourage family environments conducive to autonomy, thus fostering individual well-being and enhancing societal stability.

Limitations and Future Research Directions

This study has certain limitations. First, as this was a cross-sectional study, we cannot definitively establish causal relationships between variables. Future research could employ longitudinal studies to further explore these causal relationships. Second, there may be other mediating variables, such as empathy and anxiety, that were not included in this study. Third, this study relied on self-report methods, which can introduce a degree of subjectivity. Future studies could combine self-reports with evaluations from other teachers or members of the family to collect data. Last, our data collection was limited to university students in China. Thus, further in-depth research of other groups and cultural settings is necessary to increase the generalizability of our findings.

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