Parental Autonomy Support, Peer Relationship, And Adolescent Future Orientation: A Moderated Chain Mediation Model

Parental Autonomy Support, Peer Relationship, And Adolescent Future Orientation: A Moderated Chain Mediation Model | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Parental Autonomy Support, Peer Relationship, And Adolescent Future Orientation: A Moderated Chain Mediation Model Xiaohui Li, Asad Ur Rehman Awan, Tianyong Chen This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6653184/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Adolescent future orientation (AFO), recognized as a crucial psychological capital in the VUCA era marked with volatility, uncertainty, complexity and ambiguity, remains unclear in its association with parental autonomy support (PAS) and underlying mechanism. This study employs a moderated chain mediation model to examine how perceived PAS influences AFO development through growth mindset and hope, and how peer relationships perform a moderating effect. The Parental Autonomy Support Scale, the Future Orientation Scale, the Growth Mindset Scale, the Hope Scale, and the Peer Relationships Scale were used to measure 604 current middle school students in the suburbs of Beijing, China. The results showed that: (1) Parental autonomy support positively predicted adolescents' positive future orientations; (2) Growth mindset and hope played a chain mediating role between parental autonomy support and adolescents' positive future orientations; (3) Peer relationships moderated the relationship between parental autonomy support and growth mindset. At high levels of peer relationships, parental autonomy support was a stronger predictor of growth mindset. However, peer relationships did not moderate the association between parental autonomy support and hope. Conclusion: Parental autonomy support is strongly linked to adolescents' positive future orientations, with growth mindset, hope, and peer relationships playing a key role in their internal mechanisms. Parental autonomy support Future orientation Growth mindset Hope Peer relationships Figures Figure 1 Figure 2 Introduction Future orientation refers to an individual's cognition and planning of his or her future, and the subjective emotional experience formed as a result [1]. In the VUCA era, which is characterized by volatility, uncertainty, complexity, and ambiguity, the accelerated change of knowledge and the increase of global interconnectivity have reconstructed the social landscape. Adolescents in the critical period of self-conceptualization and career exploration need to develop a positive future orientation to cope with unpredictable social and professional environments and to meet the increasing demands for adaptability and holistic development. Research has shown that future orientation is not only effective in regulating stressful situations and reducing anxiety and depression, which are health-promoting [2], but also enhances career resilience and employment efficacy, and defuses uncertainty [3]. The Developmental Assets Framework, emphasizes a “facilitative ecosystem” of external assets in concert with internal assets [4]. External assets represent features of the environment that promote healthy youth development. They refer to the positive developmental experiences that adults provide to adolescents through strengthening connections and providing opportunities. Internal resources represent the values, competencies, and skills that individual adolescents possess that guide their behavior [5]. Parental autonomy support is an important external resource for promoting positive adolescent future orientations. Research suggests that parental autonomy support, which enhances the internalization of adolescents' future goals by meeting basic psychological needs [6], is significantly associated with adolescents' future orientations, and yet its internal mechanisms are not clear. In addition, [7] suggest that exactly how internal and external resources interact with each other during adolescent development to facilitate the emergence of positive outcomes is also a very important theoretical question to be explored in depth. Therefore, based on the developmental resource model, this study considers internal and external resources as a whole to explore in depth the influencing factors of adolescents' future orientations and their internal mechanisms. Relationship between parental autonomy support and positive future orientation As an initiating hub for external resources, parental autonomy support in the family system plays a crucial role in adolescent mental health and future development. Parental autonomy support is a positive parenting behavior that refers to the behavior of people in a position of authority (e.g., parents) who adopt the perspectives of others (e.g., their children), accept the feelings of others, provide others with relevant information and opportunities to make choices, and encourage others to pursue their personal goals [8]. Joussemet et al. [9] emphasized that parents should follow four principles when giving autonomy support to their children: first, they need to provide necessary explanations when making requests; second, they need to deeply understand and respect their children's inner feelings; third, they need to give their children the right to make free choices; and lastly, they need to minimize interventions of controlling behaviors. Previous research has consistently demonstrated the significant role of parenting styles in shaping adolescents' positive future orientations. For example, parents who adopt warm and encouraging parenting styles tend to establish harmonious and trusting relationships with their children. These relationships foster greater receptivity in adolescents to parental guidance, particularly in planning for their futures, which in turn supports the formation of well-defined career goals [10]. Parental identification, which involves warmth and support, has been found to promote adolescents’ ability to engage in future-oriented thinking and strategic planning [11]. In addition, parental autonomy support plays a crucial role by negatively predicting career decision-making difficulties, while also enhancing self-development, including positive future orientation [12]. The degree of perceived parental support for future-related cognition has been shown to directly influence both the frequency and the specificity with which adolescents engage in future-oriented thinking [13]. Given these findings, this study posits Hypothesis H1: Parental autonomy support directly predicts adolescents' positive future orientation. The mediating effect of growth mindset Individuals hold internalized beliefs about the malleability of a particular attribute, and these internalized beliefs implicitly govern attitudes and behaviors [14]. Intrinsic beliefs encompass two different modes of thinking, one of which is a growth mindset. Individuals with a growth mindset hold a “competence growth view”, i.e., they believe that intelligence is malleable, shapable, and controllable and that it can be improved through hard work, study, and training [15]. Dweck [15] argues that individuals with a growth mindset believe that competence can be developed through time, effort, and persistence. Research supports this notion, showing that such individuals adopt a long-term perspective and actively engage in goal-oriented behaviors to achieve their objectives [16]. Moser et al. [17] further confirm that those with a growth mindset exhibit enhanced abilities to manage stress, integrate resources, and approach problem-solving effectively when facing challenges, especially in the context of future planning. Additionally, Best [18] explores the link between growth mindset and intrinsic motivation, demonstrating that individuals with this mindset regulate their learning processes through metacognitive strategies to improve performance. Ultimately, the ability to activate positive cognitive patterns and employ adaptive strategies is crucial for achieving future-oriented goals and taking effective action. The development of adolescents' growth mindset is strongly influenced by parental autonomy-supportive behaviors. Research has shown that parental practices, such as providing autonomy-enhancing decision-making guidance, offering process-oriented feedback, and creating a space for trial and error, significantly strengthen adolescents' beliefs in the malleability of their competencies [19]. In addition, emotionally warm, autonomy-supportive behaviors, such as acceptance-based communication, and the creation of adaptive, close-knit family environments, stimulate adolescents' metacognitive monitoring of their competence development [20]. Longitudinal studies further suggest that sustained parental autonomy support leads to enhanced functional connectivity between the prefrontal cortex and the striatum [21], which provides a neurobiological foundation for the growth mindset [22]. Based on these findings, this study proposes Hypothesis 2: Parental autonomy support increases adolescents' positive future orientations through the development of a growth mindset. The mediating role of hope Hope, defined as a cognitive-motivational process for goal attainment [23], involves setting meaningful, clear goals, generating motivation, and creating strategies to achieve them, ultimately driving successful results. Research highlights the crucial role of hope in fostering positive life attitudes, promoting self-reliance, and supporting psychological well-being [24]. Hope serves as a foundational element for proactive future thinking and goal-oriented actions. Larson and Luthans [25] further emphasized that individuals with higher levels of hope are better able to clearly define their goals, develop actionable plans, and persistently work toward achieving them. Additionally, studies have shown a significant positive correlation between hope and career resilience, with hope acting as a key predictor of greater adaptability and resilience in career contexts [26]. This underscores the critical role hope plays in both personal development and vocational success. Hope, as a malleable psychological construct, is influenced by various external factors, including parental support, teacher support, and family environment. Research indicates that parental support is the strongest predictor of hope in adolescence [27]. Adolescents who experience high levels of acceptance, appropriate supervision, and autonomy within parent-child relationships, along with those raised in nurturing, warm environments characterized by security and trust, tend to exhibit higher levels of hope [28]. This secure attachment fosters positive internal working models, enabling adolescents to develop constructive self- and environmental representations that activate hopeful dispositions [28]. Additionally, parental autonomy support can enhance future-oriented agency by promoting positive emotional experiences, thereby increasing focus, openness, and the development of novel problem-solving strategies necessary for achieving goals [29]. Taken together, these findings underscore hope as a key internal factor in shaping adolescents' positive future orientation. Based on this, the present study proposes Hypothesis 3: Hope mediates the relationship between parental autonomy support and adolescents' positive future orientation. Empirical research demonstrates that individuals with a growth mindset are more likely to set future-oriented mastery goals, emphasizing the refinement of problem-solving strategies and focusing on the development of their latent potential [30]. This mindset enhances intrinsic motivation, empowering individuals to actively shape their future outcomes. Studies suggest that a growth mindset encourages sustained effort and commitment to goals [16], enabling individuals to face setbacks with resilience and engage proactively with challenges—traits typically associated with high levels of hope. As a constructive cognitive framework, the growth mindset transforms negative thought patterns into positive, goal-directed behaviors, with its optimistic attributional style serving as a strong predictor of hopefulness [31]. Therefore, this study proposes Hypothesis 4: The chain of growth mindset and hope mediates between parental autonomy support and positive future orientation. The moderating role of peer relationships The school environment is the microsystem that has the greatest influence on the individual besides the family and is an important external resource for adolescent development. Peer relationships become more important during the adolescent stage as individuals shift more of their time and focus to social interactions with peers [32]. Peer relationship refers to the formation of positive interpersonal relationships between individuals of similar age and equal or similar levels of psychological development who collaborate in the process of interpersonal interaction in the classroom system [33]. Empirical research suggests that peer communication plays a crucial role in shaping adolescents' achievement goal orientation and enhancing cognitive flexibility [34]. While much of the existing literature has focused on negative cognitive patterns—such as findings by Stone et al. [35], which indicate that strong peer relationships reduce rumination—there has been relatively little attention given to their influence on positive cognitive constructs. Growth mindset, which emphasizes process, development, and intrinsic values over outcome-focused thinking, is a key cognitive and behavioral framework that influences adolescent development. Given the significance of peer relationships in shaping cognitive patterns, their potential role in fostering a growth mindset warrants further exploration. Hope is a crucial foundation for healthy psychological development in children, with its formation strongly influenced by significant figures in their environment [36]. Research indicates that social support from interpersonal networks, including family, peers, and communities, enhances an individual's sense of hope [37]. In particular, higher-quality peer attachments are associated with greater levels of hope, as strong peer bonds provide emotional and motivational support. Considering the combined influence of home and school environments, we propose that parental autonomy support has a stronger positive impact on adolescent development when accompanied by high-quality peer relationships. Therefore, this study proposes Hypothesis 5: Peer relationships moderate the relationship between parental autonomy support and growth mindset, such that the predictive effect of parental autonomy support on growth mindset and hope is stronger when peer relationships are more supportive. Methods Participants This study adopted the questionnaire survey method to survey a total of 625 school students in the first and second grades of three middle schools in the far suburbs of Beijing in the form of anonymous questionnaires. After excluding invalid data such as regular responses, 604 valid participants ( M age = 13.3 ± 0.73 years; 303 boys and 301 girls) were finally obtained, with a recovery rate of 96.64%. 242 (40.10%) were urban and 362 (59.90%) were rural. Measures Parental Autonomy Support Scale The Parental Autonomy Support Scale (PASS) revised by Wang et al. [38] was used. The scale has 12 questions, including three dimensions of providing opportunities for choice, giving explanations, and acknowledging opinions and feelings. The scale is scored on a 5-point Likert scale, with ‘1’ indicating complete non-compliance and ‘5’ indicating complete compliance. Higher scores on the scale indicate a higher level of perceived parental support by the individual. In this study, the Cronbach's alpha coefficient for the scale was 0.93. Future Orientation Scale The Future Orientation Scale for Adolescents prepared by Liu et al. [1] was used, which includes 31 questions divided into three dimensions: future cognition, future emotion, and future volitional action. The scale is scored on a 5-point Likert scale, with ‘1’ indicating complete non-conformity and ‘5’ indicating complete conformity. Higher scores on the scale indicate higher levels of individual future orientation. In this study, the Cronbach's alpha coefficient for the scale was 0.89. Growth Mindset scale The Growth Mindset Scale developed by Dweck [15] was used, containing six questions, three measuring growth mindset and three measuring fixed mindset. The scale is scored on a 6-point Likert scale, with ‘1’ indicating complete disagreement and ‘6’ indicating complete agreement. Higher scores indicate higher levels of individual growth mindset. In this study, the Cronbach's alpha coefficient for this scale was 0.75. Hope Scale The Children's Hope Scale developed by Snyder et al. [39] was translated and revised by Zhao & Sun [40], which consists of six questions and includes two dimensions, namely, motivated thinking and path thinking. It is scored on a 6-point Likert scale, with ‘1’ meaning never and ‘6’ meaning always, with higher scores indicating higher levels of individual hope. In this study, the Cronbach's alpha coefficient for this scale was 0.91. Peer Relationship Scale The Peer Relationship Scale (PRS) developed by Zou [33] was used, which includes the dimensions of peer acceptance, peer fear and low self-esteem. The questionnaire consisted of 30 questions and was scored on a 4-point Likert scale. The first 20 questions were on the peer acceptance subscale, the higher the total score, the better the peer relationship. The last 10 questions are peer fear and low self-esteem subscales with positive scoring, and the higher the total score, the worse the peer relationship. In the present study, the Cronbach's alpha coefficient for this scale was 0.96. Statistical analysis SPSS 27.0 was used to conduct descriptive statistical analyses to explore the correlations between the variables of adolescents' parental autonomy support, growth mindset, hope and future orientation. The SPSS macro program PROCESS was used to conduct chained mediation effect analysis to test the mediating role of growth mindset, hope level between parental autonomy support and positive future orientation. Results Common method bias test As the data were self-reported from the study participants, a common method bias effect may be introduced. The study used the Harman one-way test to examine this effect. It was found that a total of nine factors had eigenvalues greater than 1, and the maximum factor explained 35.15% of the variance, which is less than 40%, indicating that there is no serious common method bias problem in this study. Descriptive statistics and correlation analysis Correlation analyses showed (see Table 1) that parental autonomy support was significantly and positively correlated with hope ( r = 0.49, p < 0.001), growth mindset ( r = 0.37, p < 0.001), Peer relationships ( r = 0.44, p < 0.001), and future orientation ( r = 0.48, p < 0.001); hope was significantly and positively correlated with growth mindset ( r = 0.37, p < 0.001) and future orientation ( r = 0.59, p < 0.001); hope was significantly and positively correlated with growth mindset ( r = 0.36, p < 0.001); and hope was significantly and positively correlated with future orientation ( r = 0.59, p < 0.001). correlated; growth mindset was significantly positively correlated with future orientation ( r = 0.36, p < 0.001) (two significant positive correlations for each variable of parental autonomy support, hope, growth mindset, and future orientation). Age was significantly positively correlated with parental autonomy support ( r = 0.12, p < 0.001), hope ( r = 0.12, p < 0.001), growth mindset ( r = 0.08, p < 0.001), and future orientation ( r = 0.13, p < 0.001), and family status was significantly positively correlated with parental autonomy support ( r = 0.11, p < 0.001), and future orientation ( r = 0.10 , p < 0.001), and hope ( r = 0.14, p < 0.001), and Peer relationships ( r = 0.15, p < 0.001), were significantly negatively correlated. Age and parental status were used as control variables because they were all correlated with the main variables. Table 1 Descriptive statistics and matrix of correlation coefficients for each variable Variables M SD 1 2 3 4 5 6 7 8 1.Gender - - 2.Age 13.3 0.73 -0.06 3.Situation of only children - - 0.19 *** 0.04 4.Family status - - 0.02 -0.01 0.05 5.Parental autonomy support 3.93 0.88 -0.01 0.12 ** -0.03 -0.11 ** 6.Future orientation 3.59 0.56 -0.07 0.13 ** -0.05 -0.10 * 0.48 *** 7.Growth mindset 4.12 1.08 -0.05 0.08 * 0.01 -0.04 0.37 ** * 0.36 ** * 8.Hope 4.50 1.22 -0.08 * 0.12 ** -0.01 -0.14 ** * 0.49 ** * 0.59 ** * 0.37 ** * 9.Peer relationships 3.30 0.63 -0.02 0.04 0.01 -0.15 ** * 0.44 ** * 0.30 ** * 0.45 ** * 0.48 ** * Note: * p < 0. 05, ** p < 0. 01, *** p < 0. 001, same below. Gender: male-1, female-0; Situation of only children: only-1, not only-0. Analysis of the chain-mediated effects of growth mindset and hope Linear regression analyses were conducted with age and family status as control variables, parental autonomy support as independent variable and adolescent future orientation as dependent variable. It was found that parental autonomy support positively predicted adolescents' future orientation ( β = 0.47, t = 13.06, p < 0.001), and hypothesis H1 was valid. On this basis, the regression results of the mediation model are shown in Figure 1. Parental autonomy support positively predicted adolescent future orientation ( β = 0.23, t = 6.03, p < 0.001), growth mindset ( β = 0.37, t = 9.63, p < 0.001) as well as hope ( β = 0.40, t = 10.63, p < 0.001), and growth mindset significantly positively predicted hope ( β = 0.21, t = 5.77, p < 0.001), and adolescent future orientation ( β = 0.11, t = 3.24, p < 0.001),and hope significantly positively predicted adolescent future orientation ( β = 0.43, t = 11.39, p < 0.001). The results found that the direct effect of parental autonomy support on adolescents' future orientation was 0. 23, with a 95% confidence interval not including 0 [0. 152, 0. 299], and the three mediating paths of parental autonomy support → growth mindset → future orientation, parental autonomy support → hope → future orientation, and parental autonomy support → growth mindset → hope → future orientation were all significant (The confidence intervals do not contain 0), and the results are shown in Table 2. The total mediation effect was 0.24, the total effect was 0.47, and the effect size of the total mediation effect was 52.01%. Table 2 Analyses of the chain-mediated effects between growth mindset, hope in parental autonomy support and adolescents' future orientations Path Effect Effect size Standard error 95%CI(confidence interval) Parental autonomy support →Growth mindset →Future orientation 0.04 8.91% 0.01 [0.014, 0.071] Parental autonomy support →Hope→Future orientation 0.17 35.88% 0.03 [0.124, 0.222] Parental autonomy support →Growth mindset→Hope→Future orientation 0.03 7.22% 0.01 [0.021, 0.050] Analysis of regulated chain mediation effects After standardizing the variables, PROCESS was used to test the moderating effect of peer relationships, and the results are shown in Table 3. Peer relationships positively predicted growth mindset and the product term of parental autonomy support and peer relationships was significant in predicting growth mindset, suggesting that peer relationships moderated the prediction of growth mindset by parental autonomy support. However, peer relationships, while positively predicting hope, were not significant moderators between parental autonomy support to hope. Table 3 Moderating effects test Predictor variable Growth mindset Hope β SE t 95%CI β SE t 95%CI CIL CIU CIL CIU Age 0.05 0.05 0.99 -0.048 0.144 0.07 0.05 1.55 -0.019 0.159 Family status 0.05 0.07 0.75 -0.846 0.189 -0.14 0.07 -2.11 * -0.265 -0.009 Parental autonomy support 0.24 0.04 5.89 ** * 0.160 0.320 0.33 0.04 8.43 ** * 0.253 0.407 Peer relationships 0.36 0.04 9.11 ** * 0.285 0.442 0.12 0.04 3.08 ** 0.043 0.192 Parental autonomy support×Peer relationships 0.09 0.03 2.81 ** 0.028 0.154 0.06 0.03 1.86 ** * -0.003 0.116 R ² 0.25 0.35 F 39.94 53.33 For the path “Parental autonomy support → growth mindset → future orientation”, the moderated mediation model determination index INDEX was 0.01, with a 95% confidence interval of [0.002, 0.025], and the moderated mediation effect was significant; For the path “Parental autonomy support → growth mindset → hope → future orientation”, the moderated mediation model determination index INDEX was 0.005 with a 95% confidence interval of [0.001, 0.010], and the moderated mediation effect was significant; For the path “Parental autonomy support → hope → future orientation”, the moderated mediation model determination index INDEX was 0.02 with a 95% confidence interval of [-0.008, 0.062], and the moderated mediation effect was not significant. The standardized peer relationships were divided into two groups of high and low by plus or minus one standard deviation, and subjects with high and low peer relationships were analyzed separately, and the results are shown in Table 4. For the pathway “Parental Autonomy Support → Growth Mindset → Future Orientation”, the mediating effect was significant in the high peer relationship condition, with 95% confidence intervals of [0.011, 0.071], excluding 0, and the mediating effect was significant in the high peer relationship condition. Again, this was significant in the low peer relationship condition with a 95% confidence interval of [0.004, 0.032]; For the pathway “Parental autonomy support → growth mindset → hope → future orientation”, the mediating effect was also significant in the high peer relationship condition, with 95% confidence intervals of [0.006, 0.030], excluding 0. Again, this was significant in the low companionship condition with a 95% confidence interval of [0.002, 0.015]. Table 4 Mediating effects of subjects' growth mindset at different peer level levels Intermediary variable Moderator variable Indirect effect value Boot standard error Boot CI CIL Boot CI CIU Growth mindset low peer relationship 0.02 0.01 0.004 0.032 high peer relationship 0.04 0.02 0.011 0.071 Growth mindset→Hope low peer relationship 0.01 0.01 0.002 0.015 high peer relationship 0.02 0.01 0.006 0.030 Further simple slope analyses indicated (see Figure 2) that parental autonomy support for high peer relationships was a significant predictor of growth mindset ( simple slope = 0.33, t = 5.79, p < 0.001); Similarly, low peer-relationship parental autonomy support was significant in promoting growth mindset ( simple slope = 0.15, t = 3.23, p < 0.001). DISCUSSION This study explored the association between parental autonomy support and adolescents' positive future orientations and the moderated chain mediating roles of growth mindset, hope, and peer relationships. The results demonstrated that parental autonomy support was positively related to adolescents’ positive future orientation; chain mediation analyses revealed that growth mindset and hope mediated the relationship between parental autonomy support and adolescents’ positive future orientation and moderation analyses revealed that peer relationships moderated the relationship between parental autonomy support and growth mindset. At high levels of peer relationships, parental autonomy support was a stronger predictor of growth mindset. However, peer relationships did not moderate the association between parental autonomy support and hope. Parental autonomy support enhancing positive future orientation The current study found that parental autonomy support significantly and positively influences adolescents’ future orientation, a result that aligns with previous research [11] and supports the family ecosystem theory. When parents engage in child-centered interactions—characterized by understanding, encouragement, and respect for the child’s thoughts and decisions—they help fulfill adolescents' core psychological needs: autonomy, competence, and relatedness [41]. This supportive environment nurtures self-acceptance, builds confidence, and encourages the development of essential skills for future planning. According to Self-Determination Theory [42], individuals have an innate drive for psychological growth. When their basic needs are met, this intrinsic motivation is activated, guiding them toward personal development and a stronger sense of direction about the future. In this context, parental autonomy support acts as a key external resource that not only strengthens adolescents’ current well-being but also empowers them to face future challenges with a proactive and hopeful mindset. When parents actively support their children’s autonomy—by listening attentively, respecting their perspectives, and encouraging independent decision-making—they foster a sense of equality in the parent-child relationship. This approach allows adolescents to feel valued as individuals, which in turn strengthens their sense of self-efficacy and builds internal psychological resources [43]. As a result, adolescents become more confident, motivated, and proactive in shaping their personal growth and planning for the future. From the lens of positive psychology, such supportive parental interactions not only enhance adolescents’ psychological capital and self-worth but also help reduce anxiety. This nurturing environment empowers them to face external challenges with resilience, integrate life experiences into their developing self-concept, and maintain a clear, goal-oriented focus as they move forward. The mediating role of growth mindset This study found that a growth mindset plays a key mediating role in the relationship between parental autonomy support and adolescents’ future orientation. Specifically, parental autonomy support was shown to positively influence adolescents’ growth mindset, which in turn fosters a more positive outlook on the future—a result that aligns with existing literature [44]. From the perspective of implicit theory formation, parenting practices significantly shape the beliefs children hold about themselves. For instance, when parents offer trait-focused praise (e.g., “You’re so smart”) versus process-focused praise (e.g., “You worked really hard”), it can lead to immediate and lasting differences in children’s self-perceptions, goal setting, and attributions [22]. These differences influence how adolescents respond to setbacks and challenges. Thus, supportive parenting that emphasizes effort and personal growth may be particularly effective in cultivating a growth mindset, which in turn helps adolescents develop a more optimistic and proactive future orientation. When facing challenges, children with a growth mindset are more likely to adopt mastery-oriented self-regulation strategies, enabling them to stay focused on learning and improvement rather than being discouraged by setbacks [45]. Parental autonomy support plays a crucial role in fostering this mindset by promoting perseverance, resilience, and a belief in personal growth. As a result, adolescents supported in this way tend to believe that their abilities can be developed through effort and learning, which encourages them to pursue future-oriented mastery goals [15]. This belief system not only motivates continuous self-improvement but also strengthens executive functioning, achievement motivation, and self-efficacy. With a clearer understanding of their own strengths and future aspirations, these adolescents are more willing to set meaningful goals and commit to the effort required to achieve them, ultimately cultivating a stronger sense of future orientation [44]. The mediating role of hope This study identified hope as a key mediating factor in the relationship between parental autonomy support and adolescents’ positive future orientation. Consistent with earlier research [46-48], findings show that when parents support their children's autonomy, they help foster a stronger sense of hope, which in turn promotes a more optimistic and goal-oriented outlook on the future. Parents act as important role models in this process—offering encouragement, helping adolescents develop strategies to reach their goals, and framing challenges as opportunities for growth. These supportive behaviors enhance adolescents’ sense of agency and reinforce belief in their own capacity to overcome difficulties. According to the family functioning model [49], adolescents raised in harmonious, autonomy-supportive family environments are more likely to feel secure and confident, which strengthens their hopeful thinking and problem-solving motivation. In line with Fredrickson’s [29] broaden-and-build theory of positive emotions, parental autonomy support also contributes to greater emotional well-being, allowing adolescents to stay open to new ideas and flexible in problem-solving. Moreover, when parents respect their children’s perspectives and offer meaningful choices, adolescents feel trusted and recognized—boosting their self-confidence and creating a psychological foundation of optimism and hope. As Snyder et al. [48] emphasized, individuals in environments marked by mutual care and shared goals tend to experience higher levels of hope. Adolescents with strong hope not only believe in their ability to achieve goals but also show greater resilience, emotional regulation, and motivation. These qualities make them more capable of managing stress, setting long-term goals, and taking consistent action—key indicators of a strong future orientation. The chain mediating role of growth mindset and hope This study found that growth mindset and hope function as sequential mediators in the relationship between parental autonomy support and adolescents’ future orientation, with growth mindset significantly predicting hope. This result is in line with previous research [16], which shows that individuals who possess a growth mindset tend to remain optimistic and proactive when facing challenges. Their ability to view difficulties as opportunities for learning allows them to maintain motivation and a hopeful outlook. From a neurological perspective, growth-minded individuals develop stronger cognitive connections in response to adversity, which supports their ability to adapt and persevere. Over time, this mindset not only fosters emotional resilience but also encourages a sustained sense of hope. According to Hobfoll et al.'s [50] Conservation of Resources Theory and the concept of resource gain spirals, having one psychological resource—such as a growth mindset—can help individuals acquire additional resources like hope, confidence, resilience, and perseverance, which together promote well-rounded personal development. Supporting this, Wu [51] emphasized that growth mindset serves as a foundational resource that catalyzes further psychological strengths. In essence, these interconnected resources create a positive feedback loop that strengthens adolescents’ capacity to plan, strive, and remain optimistic about their future. The moderating role of peer relationships The findings of this study demonstrate that the quality of peer relationships moderates the relationship between parental autonomy support and growth mindset. Specifically, the positive impact of parental autonomy support on the development of a growth mindset is strengthened as the quality of peer relationships improves. This result aligns with previous research [52, 53] and highlights the important facilitative role of peer relationships. These findings also support Ecological Systems Theory, which emphasizes that individual development is shaped through interactions across various systems, such as microsystems (e.g., family, school) and mesosystems (e.g., family-school connections). Furthermore, in accordance with the Main Effect Model of Social Support [52], adolescents in supportive learning environments are more likely to build healthy peer relationships, which in turn foster a growth mindset through positive interactions. Additionally, the results can be explained through the processes of peer selection and socialization. Research consistently shows that individuals with similar attitudes and behaviors tend to form friendships [53]. As such, adolescents who prioritize self-growth are more likely to interact with peers who share similar values, further reinforcing the development of a growth mindset and positive future orientation. The moderated mediation analysis revealed that parental autonomy support exerts a stronger indirect effect on adolescent future orientation through growth mindset when peer relational quality is high. Conversely, this mediating pathway is attenuated for individuals with low peer relational quality. As adolescents transition into puberty, their interpersonal focus shifts more toward peer relationships [54]. High-quality peer relationships provide essential developmental resources in the school environment, facilitating the growth of social skills and problem-solving abilities—key attributes emphasized in a growth mindset. This mindset, which promotes positive attitudes and adaptive strategies in the face of challenges, is further amplified when adolescents experience both strong peer relationships and supportive parental autonomy. These dual influences work synergistically, enhancing growth mindset and thereby maximizing future orientation through their combined effects. However, when peer relational quality is low, the impact of parental autonomy support on growth mindset and future orientation becomes less pronounced, weakening the mediating effect. Interestingly, peer relationships did not significantly moderate the relationship between parental autonomy support and hope. This lack of significant moderation may be attributed to the early developmental stage of peer relationships in middle school, where emotional connections between peers are often not yet deep enough to establish mutual trust and support [55]. As a result, when peer relationships act as an external factor influencing hope—an internal motivational system—their effect may remain minimal due to insufficient emotional bonding and a less solid foundation of peer support. Significance and limitations of the study This study investigates the chain mediating effects of growth mindset and hope in the relationship between parental autonomy support and adolescents' positive future orientation, alongside the moderating role of peer relationships. The findings offer valuable insights into the internal mechanisms through which parental autonomy support influences future orientation, contributing to a deeper understanding of how to effectively foster adolescents' proactive future planning abilities. By integrating Self-Determination Theory (focused on family-level dynamics) and the Social Support Buffering Model (focused on peer-level dynamics), this research introduces a "Family-Peer-Individual" synergistic triadic model, which expands beyond traditional theoretical frameworks. Additionally, combining Dweck’s [15] growth mindset theory with Snyder’s [24] hope theory within the positive psychology paradigm provides a fresh theoretical perspective on adolescent development [23]. The study further demonstrates the synergistic effects of psychological capital elements in promoting personal growth. Adolescents who receive high levels of parental autonomy support experience increased psychological security and motivation to explore the world, facilitating the development of various skills. This, in turn, boosts their self-worth and fosters positive self-evaluations, ultimately supporting personal growth and goal achievement. This study has several limitations. First, its cross-sectional design limits the ability to draw causal conclusions about the relationships among parental autonomy support, growth mindset, hope, and future orientation in middle school students. Longitudinal research is needed to better understand the developmental trajectories and causal pathways of these variables over time. Second, while the study examined parental autonomy support as a unified construct, it did not differentiate between the roles of mothers and fathers in providing this support. Future research could employ the Actor-Partner Interdependence Model (APIM) to explore the independent and interactive effects of mother-child, father-child, and triadic family dynamics on adolescents' future orientations. This would also contribute to a deeper application of family systems theory in the context of career development research. Conclusions (1) Parental autonomy support is positively related to positive future orientation. (2) Growth mindset and hope mediate the relationship between parental autonomy support and positive future orientation, respectively. (3) Growth mindset and hope mediate the chain between parental autonomy support and positive future orientation. (4) Peer relationships moderated the relationship between parental autonomy support and growth mindset, and parental autonomy support was a stronger predictor of growth mindset at high levels of peer relationships. However, the moderating effect of peer relationships was not significant between the effects of parental autonomy support on hope. Declarations Ethics approval and consent to participate This study was approved by the Ethics Committee of the Institute of Psychology, Chinese Academy of Sciences (Approval No. H25003). Written informed consent was obtained from parents or legal guardians of all participants under the age of 16 who were included in this research. The investigation was conducted in accordance with the ethical standards outlined in the 1964 Declaration of Helsinki and its subsequent amendments. Consent for publication Not applicable. Availability of data and materials The datasets are available from the corresponding author on reasonable request. Competing interests The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Funding This study was supported by the National Key Research and Development Program of China (2023YFC3341305). Authors' contributions X.L. conducted the research design, data analysis, and manuscript writing. A.U.R.A. contributed to manuscript polishing and editing. T.C. was responsible for manuscript review and revision. All authors reviewed the final version of the manuscript and approved its submission for publication. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6653184","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":509879049,"identity":"c9ca7bcf-b892-4c9b-9385-6bc06bd8d825","order_by":0,"name":"Xiaohui Li","email":"","orcid":"","institution":"State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences","correspondingAuthor":false,"prefix":"","firstName":"Xiaohui","middleName":"","lastName":"Li","suffix":""},{"id":509879050,"identity":"ffde7b05-c521-44f0-a7f1-77ea16309d20","order_by":1,"name":"Asad Ur Rehman Awan","email":"","orcid":"","institution":"State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences","correspondingAuthor":false,"prefix":"","firstName":"Asad","middleName":"Ur Rehman","lastName":"Awan","suffix":""},{"id":509879051,"identity":"c53d3306-7d68-4023-a1e5-6a01a107a19e","order_by":2,"name":"Tianyong Chen","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAzElEQVRIiWNgGAWjYDACCTBpAyLYSNBygCGNdC2HSdDCP7v52OOPbefz5GckP3vAUGMHFGkgYMmdY+kGB9tuFxvcSDM3YDiWDBQ5gF+LgUSOmQRQS+IGiRw2CQa2A0CRBEJa8r8BtZxLnD8DpOUfUVqAKg+2HUhsuAFkMLYRoUXiRpqZxJlzycUGZ56ZSST2JfNI3CCghR8YUBIVZXZ58u1AxodvdnL8MwhoAQNGNoYEBgGgSiDiIUI9CPwBKuY/QKTiUTAKRsEoGHEAAIwTQioLevIyAAAAAElFTkSuQmCC","orcid":"","institution":"State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences","correspondingAuthor":true,"prefix":"","firstName":"Tianyong","middleName":"","lastName":"Chen","suffix":""}],"badges":[],"createdAt":"2025-05-13 08:23:26","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6653184/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6653184/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":90584190,"identity":"01e7d835-325c-4ed2-b3f2-843b4e2f14c6","added_by":"auto","created_at":"2025-09-04 10:57:10","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":36166,"visible":true,"origin":"","legend":"\u003cp\u003eChain mediation of growth mindset, hope between parental autonomy support and adolescents' future orientations\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6653184/v1/b8b26a1ec5e72bd7c096fed9.png"},{"id":90585144,"identity":"2295bc4f-ebff-4ffe-9ac4-2a183d56a42d","added_by":"auto","created_at":"2025-09-04 11:13:10","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":34670,"visible":true,"origin":"","legend":"\u003cp\u003eModeration of the relationship between parental autonomy support and growth mindset by peer relations\u003c/p\u003e","description":"","filename":"2.png","url":"https://assets-eu.researchsquare.com/files/rs-6653184/v1/369ba93cb9bfb6d0aed19834.png"},{"id":98944594,"identity":"f574d6e8-8c57-4573-a0cf-603d67960d7f","added_by":"auto","created_at":"2025-12-24 11:55:40","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1043196,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6653184/v1/7fb8dd5b-2d06-4ea3-ad5b-0bb5534025cb.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Parental Autonomy Support, Peer Relationship, And Adolescent Future Orientation: A Moderated Chain Mediation Model","fulltext":[{"header":"Introduction","content":"\u003cp\u003eFuture orientation refers to an individual\u0026apos;s cognition and planning of his or her future, and the subjective emotional experience formed as a result [1]. In the VUCA era, which is characterized by volatility, uncertainty, complexity, and ambiguity, the accelerated change of knowledge and the increase of global interconnectivity have reconstructed the social landscape. Adolescents in the critical period of self-conceptualization and career exploration need to develop a positive future orientation to cope with unpredictable social and professional environments and to meet the increasing demands for adaptability and holistic development. Research has shown that future orientation is not only effective in regulating stressful situations and reducing anxiety and depression, which are health-promoting [2], but also enhances career resilience and employment efficacy, and defuses uncertainty [3]. The Developmental Assets Framework, emphasizes a \u0026ldquo;facilitative ecosystem\u0026rdquo; of external assets in concert with internal assets [4]. External assets represent features of the environment that promote healthy youth development. They refer to the positive developmental experiences that adults provide to adolescents through strengthening connections and providing opportunities. Internal resources represent the values, competencies, and skills that individual adolescents possess that guide their behavior [5]. Parental autonomy support is an important external resource for promoting positive adolescent future orientations. Research suggests that parental autonomy support, which enhances the internalization of adolescents\u0026apos; future goals by meeting basic psychological needs [6], is significantly associated with adolescents\u0026apos; future orientations, and yet its internal mechanisms are not clear. In addition, [7] suggest that exactly how internal and external resources interact with each other during adolescent development to facilitate the emergence of positive outcomes is also a very important theoretical question to be explored in depth. Therefore, based on the developmental resource model, this study considers internal and external resources as a whole to explore in depth the influencing factors of adolescents\u0026apos; future orientations and their internal mechanisms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRelationship between parental autonomy support and positive future orientation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs an initiating hub for external resources, parental autonomy support in the family system plays a crucial role in adolescent mental health and future development. Parental autonomy support is a positive parenting behavior that refers to the behavior of people in a position of authority (e.g., parents) who adopt the perspectives of others (e.g., their children), accept the feelings of others, provide others with relevant information and opportunities to make choices, and encourage others to pursue their personal goals [8]. Joussemet et al. [9] emphasized that parents should follow four principles when giving autonomy support to their children: first, they need to provide necessary explanations when making requests; second, they need to deeply understand and respect their children\u0026apos;s inner feelings; third, they need to give their children the right to make free choices; and lastly, they need to minimize interventions of controlling behaviors.\u003c/p\u003e\n\u003cp\u003ePrevious research has consistently demonstrated the significant role of parenting styles in shaping adolescents\u0026apos; positive future orientations. For example, parents who adopt warm and encouraging parenting styles tend to establish harmonious and trusting relationships with their children. These relationships foster greater receptivity in adolescents to parental guidance, particularly in planning for their futures, which in turn supports the formation of well-defined career goals [10]. Parental identification, which involves warmth and support, has been found to promote adolescents\u0026rsquo; ability to engage in future-oriented thinking and strategic planning [11]. In addition, parental autonomy support plays a crucial role by negatively predicting career decision-making difficulties, while also enhancing self-development, including positive future orientation [12]. The degree of perceived parental support for future-related cognition has been shown to directly influence both the frequency and the specificity with which adolescents engage in future-oriented thinking [13]. Given these findings, this study posits Hypothesis H1: Parental autonomy support directly predicts adolescents\u0026apos; positive future orientation. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe mediating effect of growth mindset\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIndividuals hold internalized beliefs about the malleability of a particular attribute, and these internalized beliefs implicitly govern attitudes and behaviors [14]. Intrinsic beliefs encompass two different modes of thinking, one of which is a growth mindset. Individuals with a growth mindset hold a \u0026ldquo;competence growth view\u0026rdquo;, i.e., they believe that intelligence is malleable, shapable, and controllable and that it can be improved through hard work, study, and training [15].\u003c/p\u003e\n\u003cp\u003eDweck [15] argues that individuals with a growth mindset believe that competence can be developed through time, effort, and persistence. Research supports this notion, showing that such individuals adopt a long-term perspective and actively engage in goal-oriented behaviors to achieve their objectives [16]. Moser et al. [17] further confirm that those with a growth mindset exhibit enhanced abilities to manage stress, integrate resources, and approach problem-solving effectively when facing challenges, especially in the context of future planning. Additionally, Best [18] explores the link between growth mindset and intrinsic motivation, demonstrating that individuals with this mindset regulate their learning processes through metacognitive strategies to improve performance. Ultimately, the ability to activate positive cognitive patterns and employ adaptive strategies is crucial for achieving future-oriented goals and taking effective action.\u003c/p\u003e\n\u003cp\u003eThe development of adolescents\u0026apos; growth mindset is strongly influenced by parental autonomy-supportive behaviors. Research has shown that parental practices, such as providing autonomy-enhancing decision-making guidance, offering process-oriented feedback, and creating a space for trial and error, significantly strengthen adolescents\u0026apos; beliefs in the malleability of their competencies [19]. In addition, emotionally warm, autonomy-supportive behaviors, such as acceptance-based communication, and the creation of adaptive, close-knit family environments, stimulate adolescents\u0026apos; metacognitive monitoring of their competence development [20]. Longitudinal studies further suggest that sustained parental autonomy support leads to enhanced functional connectivity between the prefrontal cortex and the striatum [21], which provides a neurobiological foundation for the growth mindset [22]. Based on these findings, this study proposes Hypothesis 2: Parental autonomy support increases adolescents\u0026apos; positive future orientations through the development of a growth mindset. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe mediating role of hope\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eHope, defined as a cognitive-motivational process for goal attainment [23], involves setting meaningful, clear goals, generating motivation, and creating strategies to achieve them, ultimately driving successful results. Research highlights the crucial role of hope in fostering positive life attitudes, promoting self-reliance, and supporting psychological well-being [24]. Hope serves as a foundational element for proactive future thinking and goal-oriented actions. Larson and Luthans [25] further emphasized that individuals with higher levels of hope are better able to clearly define their goals, develop actionable plans, and persistently work toward achieving them. Additionally, studies have shown a significant positive correlation between hope and career resilience, with hope acting as a key predictor of greater adaptability and resilience in career contexts [26]. This underscores the critical role hope plays in both personal development and vocational success.\u003c/p\u003e\n\u003cp\u003eHope, as a malleable psychological construct, is influenced by various external factors, including parental support, teacher support, and family environment. Research indicates that parental support is the strongest predictor of hope in adolescence [27]. Adolescents who experience high levels of acceptance, appropriate supervision, and autonomy within parent-child relationships, along with those raised in nurturing, warm environments characterized by security and trust, tend to exhibit higher levels of hope [28]. This secure attachment fosters positive internal working models, enabling adolescents to develop constructive self- and environmental representations that activate hopeful dispositions [28]. Additionally, parental autonomy support can enhance future-oriented agency by promoting positive emotional experiences, thereby increasing focus, openness, and the development of novel problem-solving strategies necessary for achieving goals [29]. Taken together, these findings underscore hope as a key internal factor in shaping adolescents\u0026apos; positive future orientation. Based on this, the present study proposes Hypothesis 3: Hope mediates the relationship between parental autonomy support and adolescents\u0026apos; positive future orientation.\u003c/p\u003e\n\u003cp\u003eEmpirical research demonstrates that individuals with a growth mindset are more likely to set future-oriented mastery goals, emphasizing the refinement of problem-solving strategies and focusing on the development of their latent potential [30]. This mindset enhances intrinsic motivation, empowering individuals to actively shape their future outcomes. Studies suggest that a growth mindset encourages sustained effort and commitment to goals [16], enabling individuals to face setbacks with resilience and engage proactively with challenges\u0026mdash;traits typically associated with high levels of hope. As a constructive cognitive framework, the growth mindset transforms negative thought patterns into positive, goal-directed behaviors, with its optimistic attributional style serving as a strong predictor of hopefulness [31]. Therefore, this study proposes Hypothesis 4: The chain of growth mindset and hope mediates between parental autonomy support and positive future orientation. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe moderating role of peer relationships\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe school environment is the microsystem that has the greatest influence on the individual besides the family and is an important external resource for adolescent development. Peer relationships become more important during the adolescent stage as individuals shift more of their time and focus to social interactions with peers [32]. Peer relationship refers to the formation of positive interpersonal relationships between individuals of similar age and equal or similar levels of psychological development who collaborate in the process of interpersonal interaction in the classroom system [33].\u003c/p\u003e\n\u003cp\u003eEmpirical research suggests that peer communication plays a crucial role in shaping adolescents\u0026apos; achievement goal orientation and enhancing cognitive flexibility [34]. While much of the existing literature has focused on negative cognitive patterns\u0026mdash;such as findings by Stone et al. [35], which indicate that strong peer relationships reduce rumination\u0026mdash;there has been relatively little attention given to their influence on positive cognitive constructs. Growth mindset, which emphasizes process, development, and intrinsic values over outcome-focused thinking, is a key cognitive and behavioral framework that influences adolescent development. Given the significance of peer relationships in shaping cognitive patterns, their potential role in fostering a growth mindset warrants further exploration.\u003c/p\u003e\n\u003cp\u003eHope is a crucial foundation for healthy psychological development in children, with its formation strongly influenced by significant figures in their environment [36]. Research indicates that social support from interpersonal networks, including family, peers, and communities, enhances an individual\u0026apos;s sense of hope [37]. In particular, higher-quality peer attachments are associated with greater levels of hope, as strong peer bonds provide emotional and motivational support. Considering the combined influence of home and school environments, we propose that parental autonomy support has a stronger positive impact on adolescent development when accompanied by high-quality peer relationships. Therefore, this study proposes Hypothesis 5: Peer relationships moderate the relationship between parental autonomy support and growth mindset, such that the predictive effect of parental autonomy support on growth mindset and hope is stronger when peer relationships are more supportive.\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study adopted the questionnaire survey method to survey a total of 625 school students in the first and second grades of three middle schools in the far suburbs of Beijing in the form of anonymous questionnaires. After excluding invalid data such as regular responses, 604 valid participants (\u003cem\u003eM\u003csub\u003eage\u003c/sub\u003e \u003c/em\u003e= 13.3 ± 0.73 years; 303 boys and 301 girls) were finally obtained, with a recovery rate of 96.64%. 242 (40.10%) were urban and 362 (59.90%) were rural.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMeasures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParental Autonomy Support Scale\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Parental Autonomy Support Scale (PASS) revised by Wang et al. [38] was used. The scale has 12 questions, including three dimensions of providing opportunities for choice, giving explanations, and acknowledging opinions and feelings. The scale is scored on a 5-point Likert scale, with ‘1’ indicating complete non-compliance and ‘5’ indicating complete compliance. Higher scores on the scale indicate a higher level of perceived parental support by the individual. In this study, the Cronbach's alpha coefficient for the scale was 0.93.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFuture Orientation Scale\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Future Orientation Scale for Adolescents prepared by Liu et al. [1] was used, which includes 31 questions divided into three dimensions: future cognition, future emotion, and future volitional action. The scale is scored on a 5-point Likert scale, with ‘1’ indicating complete non-conformity and ‘5’ indicating complete conformity. Higher scores on the scale indicate higher levels of individual future orientation. In this study, the Cronbach's alpha coefficient for the scale was 0.89.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGrowth Mindset scale\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Growth Mindset Scale developed by Dweck [15] was used, containing six questions, three measuring growth mindset and three measuring fixed mindset. The scale is scored on a 6-point Likert scale, with ‘1’ indicating complete disagreement and ‘6’ indicating complete agreement. Higher scores indicate higher levels of individual growth mindset. In this study, the Cronbach's alpha coefficient for this scale was 0.75.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHope Scale\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Children's Hope Scale developed by Snyder et al. [39] was translated and revised by Zhao \u0026amp; Sun [40], which consists of six questions and includes two dimensions, namely, motivated thinking and path thinking. It is scored on a 6-point Likert scale, with ‘1’ meaning never and ‘6’ meaning always, with higher scores indicating higher levels of individual hope. In this study, the Cronbach's alpha coefficient for this scale was 0.91.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePeer Relationship Scale\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Peer Relationship Scale (PRS) developed by Zou [33] was used, which includes the dimensions of peer acceptance, peer fear and low self-esteem. The questionnaire consisted of 30 questions and was scored on a 4-point Likert scale. The first 20 questions were on the peer acceptance subscale, the higher the total score, the better the peer relationship. The last 10 questions are peer fear and low self-esteem subscales with positive scoring, and the higher the total score, the worse the peer relationship. In the present study, the Cronbach's alpha coefficient for this scale was 0.96.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStatistical analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSPSS 27.0 was used to conduct descriptive statistical analyses to explore the correlations between the variables of adolescents' parental autonomy support, growth mindset, hope and future orientation. The SPSS macro program PROCESS was used to conduct chained mediation effect analysis to test the mediating role of growth mindset, hope level between parental autonomy support and positive future orientation.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eCommon method bias test\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs the data were self-reported from the study participants, a common method bias effect may be introduced. The study used the Harman one-way test to examine this effect. It was found that a total of nine factors had eigenvalues greater than 1, and the maximum factor explained 35.15% of the variance, which is less than 40%, indicating that there is no serious common method bias problem in this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDescriptive statistics and correlation analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCorrelation analyses showed (see Table 1) that parental autonomy support was significantly and positively correlated with hope (\u003cem\u003er\u003c/em\u003e = 0.49, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.001), growth mindset (\u003cem\u003er\u003c/em\u003e = 0.37, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.001), Peer relationships (\u003cem\u003er \u003c/em\u003e= 0.44, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), and future orientation (\u003cem\u003er \u003c/em\u003e= 0.48, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001); hope was significantly and positively correlated with growth mindset (\u003cem\u003er \u003c/em\u003e= 0.37, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001) and future orientation (\u003cem\u003er \u003c/em\u003e= 0.59, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001); hope was significantly and positively correlated with growth mindset (\u003cem\u003er \u003c/em\u003e= 0.36, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001); and hope was significantly and positively correlated with future orientation (\u003cem\u003er \u003c/em\u003e= 0.59, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001). correlated; growth mindset was significantly positively correlated with future orientation (\u003cem\u003er \u003c/em\u003e= 0.36, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001) (two significant positive correlations for each variable of parental autonomy support, hope, growth mindset, and future orientation). Age was significantly positively correlated with parental autonomy support (\u003cem\u003er \u003c/em\u003e= 0.12, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), hope (\u003cem\u003er \u003c/em\u003e= 0.12, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), growth mindset (\u003cem\u003er \u003c/em\u003e= 0.08, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), and future orientation (\u003cstrong\u003e\u003cem\u003er\u003c/em\u003e\u003c/strong\u003e= 0.13, \u003cem\u003ep\u003c/em\u003e\u0026lt; 0.001), and family status was significantly positively correlated with parental autonomy support (\u003cem\u003er \u003c/em\u003e= 0.11, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), and future orientation (\u003cem\u003er \u003c/em\u003e= 0.10 , \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), and hope (\u003cem\u003er \u003c/em\u003e= 0.14, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), and Peer relationships (\u003cem\u003er \u003c/em\u003e= 0.15, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), were significantly negatively correlated. Age and parental status were used as control variables because they were all correlated with the main variables.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e Descriptive statistics and matrix of correlation coefficients for each variable\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"574\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eVariables\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eM\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u003cem\u003eSD\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e1.Gender\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e2.Age\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e13.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e3.Situation of only children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.19\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e4.Family status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e5.Parental autonomy support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.93\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.12\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.11\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e6.Future orientation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.59\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.13\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.10\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.48\u003csup\u003e***\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e7.Growth mindset\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.08\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.37\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.36\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e8.Hope\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.08\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.12\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.14\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.49\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.59\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.37\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003e9.Peer relationships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-0.15\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.44\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.30\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.45\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.48\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eNote: \u003cem\u003e\u003csup\u003e*\u003c/sup\u003ep\u003c/em\u003e \u0026lt; 0. 05, \u003cem\u003e\u003csup\u003e**\u003c/sup\u003ep\u003c/em\u003e \u0026lt; 0. 01, \u003cem\u003e\u003csup\u003e***\u003c/sup\u003ep\u003c/em\u003e \u0026lt; 0. 001, same below.\u003c/p\u003e\n\u003cp\u003eGender: male-1, female-0; Situation of only children: only-1, not only-0.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis of the chain-mediated effects of growth mindset and hope\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eLinear regression analyses were conducted with age and family status as control variables, parental autonomy support as independent variable and adolescent future orientation as dependent variable. It was found that parental autonomy support positively predicted adolescents' future orientation (\u003cem\u003eβ \u003c/em\u003e= 0.47, \u003cem\u003et\u003c/em\u003e = 13.06, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.001), and hypothesis H1 was valid. On this basis, the regression results of the mediation model are shown in Figure 1. Parental autonomy support positively predicted adolescent future orientation (\u003cem\u003eβ \u003c/em\u003e= 0.23, \u003cem\u003et \u003c/em\u003e= 6.03, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), growth mindset (\u003cem\u003eβ \u003c/em\u003e= 0.37, \u003cem\u003et \u003c/em\u003e= 9.63, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001) as well as hope (\u003cem\u003eβ \u003c/em\u003e= 0.40, \u003cem\u003et \u003c/em\u003e= 10.63, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), and growth mindset significantly positively predicted hope (\u003cem\u003eβ \u003c/em\u003e= 0.21, \u003cem\u003et \u003c/em\u003e= 5.77, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001), and adolescent future orientation (\u003cem\u003eβ \u003c/em\u003e= 0.11, \u003cem\u003et \u003c/em\u003e= 3.24, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001),and hope significantly positively predicted adolescent future orientation (\u003cem\u003eβ \u003c/em\u003e= 0.43, \u003cem\u003et \u003c/em\u003e= 11.39, \u003cem\u003ep \u003c/em\u003e\u0026lt; 0.001).\u003c/p\u003e\n\u003cp\u003eThe results found that the direct effect of parental autonomy support on adolescents' future orientation was 0. 23, with a 95% confidence interval not including 0 [0. 152, 0. 299], and the three mediating paths of parental autonomy support → growth mindset → future orientation, parental autonomy support → hope → future orientation, and parental autonomy support → growth mindset → hope → future orientation were all significant (The confidence intervals do not contain 0), and the results are shown in Table 2. The total mediation effect was 0.24, the total effect was 0.47, and the effect size of the total mediation effect was 52.01%.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e Analyses of the chain-mediated effects between growth mindset, hope in parental autonomy support and adolescents' future orientations\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003ePath\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffect\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eEffect size\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eStandard error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e95%CI(confidence interval)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental autonomy support\u003c/p\u003e\n \u003cp\u003e→Growth mindset\u003c/p\u003e\n \u003cp\u003e→Future orientation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8.91%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e[0.014, 0.071]\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental autonomy support\u003c/p\u003e\n \u003cp\u003e→Hope→Future orientation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e35.88%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e[0.124, 0.222]\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eParental autonomy support\u003c/p\u003e\n \u003cp\u003e→Growth mindset→Hope→Future orientation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7.22%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e[0.021, 0.050]\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis of regulated chain mediation effects\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAfter standardizing the variables, PROCESS was used to test the moderating effect of peer relationships, and the results are shown in Table 3. Peer relationships positively predicted growth mindset and the product term of parental autonomy support and peer relationships was significant in predicting growth mindset, suggesting that peer relationships moderated the prediction of growth mindset by parental autonomy support. However, peer relationships, while positively predicting hope, were not significant moderators between parental autonomy support to hope.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e Moderating effects test\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"597\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\"\u003e\n \u003cp\u003ePredictor variable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eGrowth mindset\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"top\"\u003e\n \u003cp\u003eHope\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eSE\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e95%CI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eβ\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eSE\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003et\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e95%CI\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eCIL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eCIU\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eCIL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCIU\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eAge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0.048\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1.55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0.019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.159\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eFamily status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.75\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0.846\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.189\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.07\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-2.11\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0.265\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0.009\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eParental autonomy support\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e5.89\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.160\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.320\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e8.43\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.253\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.407\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003ePeer relationships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e9.11\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.285\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.442\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e3.08\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.043\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.192\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eParental autonomy support×Peer relationships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e2.81\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.028\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.154\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.03\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e1.86\u003csup\u003e**\u003c/sup\u003e\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e-0.003\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.116\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003cem\u003e²\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"bottom\"\u003e\n \u003cp\u003e0.25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"bottom\"\u003e\n \u003cp\u003e0.35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cem\u003eF\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"bottom\"\u003e\n \u003cp\u003e39.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"5\" valign=\"bottom\"\u003e\n \u003cp\u003e53.33\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFor the path “Parental autonomy support → growth mindset → future orientation”, the moderated mediation model determination index INDEX was 0.01, with a 95% confidence interval of [0.002, 0.025], and the moderated mediation effect was significant; For the path “Parental autonomy support → growth mindset → hope → future orientation”, the moderated mediation model determination index INDEX was 0.005 with a 95% confidence interval of [0.001, 0.010], and the moderated mediation effect was significant; For the path “Parental autonomy support → hope → future orientation”, the moderated mediation model determination index INDEX was 0.02 with a 95% confidence interval of [-0.008, 0.062], and the moderated mediation effect was not significant.\u003c/p\u003e\n\u003cp\u003eThe standardized peer relationships were divided into two groups of high and low by plus or minus one standard deviation, and subjects with high and low peer relationships were analyzed separately, and the results are shown in Table 4. For the pathway “Parental Autonomy Support → Growth Mindset → Future Orientation”, the mediating effect was significant in the high peer relationship condition, with 95% confidence intervals of [0.011, 0.071], excluding 0, and the mediating effect was significant in the high peer relationship condition. Again, this was significant in the low peer relationship condition with a 95% confidence interval of [0.004, 0.032]; For the pathway “Parental autonomy support → growth mindset → hope → future orientation”, the mediating effect was also significant in the high peer relationship condition, with 95% confidence intervals of [0.006, 0.030], excluding 0. Again, this was significant in the low companionship condition with a 95% confidence interval of [0.002, 0.015].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u003c/strong\u003e Mediating effects of subjects' growth mindset at different peer level levels\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"594\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eIntermediary variable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eModerator variable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eIndirect effect value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBoot standard error\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBoot CI CIL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBoot CI CIU\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003eGrowth mindset\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003elow peer relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.004\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.032\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ehigh peer relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.04\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.011\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.071\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003eGrowth mindset→Hope\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003elow peer relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.002\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.015\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ehigh peer relationship\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.02\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.006\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003e0.030\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eFurther simple slope analyses indicated (see Figure 2) that parental autonomy support for high peer relationships was a significant predictor of growth mindset (\u003cem\u003esimple slope\u003c/em\u003e = 0.33, \u003cem\u003et\u003c/em\u003e = 5.79, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.001); Similarly, low peer-relationship parental autonomy support was significant in promoting growth mindset (\u003cem\u003esimple slope\u003c/em\u003e = 0.15, \u003cem\u003et\u003c/em\u003e = 3.23, \u003cem\u003ep\u003c/em\u003e \u0026lt; 0.001).\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThis study explored the association between parental autonomy support and adolescents' positive future orientations and the moderated chain mediating roles of growth mindset, hope, and peer relationships. The results demonstrated that parental autonomy support was positively related to adolescents’ positive future orientation; chain mediation analyses revealed that growth mindset and hope mediated the relationship between parental autonomy support and adolescents’ positive future orientation and moderation analyses revealed that peer relationships moderated the relationship between parental autonomy support and growth mindset. At high levels of peer relationships, parental autonomy support was a stronger predictor of growth mindset. However, peer relationships did not moderate the association between parental autonomy support and hope.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParental autonomy support enhancing positive future orientation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe current study found that parental autonomy support significantly and positively influences adolescents’ future orientation, a result that aligns with previous research [11] and supports the family ecosystem theory. When parents engage in child-centered interactions—characterized by understanding, encouragement, and respect for the child’s thoughts and decisions—they help fulfill adolescents' core psychological needs: autonomy, competence, and relatedness [41]. This supportive environment nurtures self-acceptance, builds confidence, and encourages the development of essential skills for future planning. According to Self-Determination Theory [42], individuals have an innate drive for psychological growth. When their basic needs are met, this intrinsic motivation is activated, guiding them toward personal development and a stronger sense of direction about the future. In this context, parental autonomy support acts as a key external resource that not only strengthens adolescents’ current well-being but also empowers them to face future challenges with a proactive and hopeful mindset.\u003c/p\u003e\n\u003cp\u003eWhen parents actively support their children’s autonomy—by listening attentively, respecting their perspectives, and encouraging independent decision-making—they foster a sense of equality in the parent-child relationship. This approach allows adolescents to feel valued as individuals, which in turn strengthens their sense of self-efficacy and builds internal psychological resources [43]. As a result, adolescents become more confident, motivated, and proactive in shaping their personal growth and planning for the future. From the lens of positive psychology, such supportive parental interactions not only enhance adolescents’ psychological capital and self-worth but also help reduce anxiety. This nurturing environment empowers them to face external challenges with resilience, integrate life experiences into their developing self-concept, and maintain a clear, goal-oriented focus as they move forward.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe mediating role of growth mindset\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study found that a growth mindset plays a key mediating role in the relationship between parental autonomy support and adolescents’ future orientation. Specifically, parental autonomy support was shown to positively influence adolescents’ growth mindset, which in turn fosters a more positive outlook on the future—a result that aligns with existing literature [44]. From the perspective of implicit theory formation, parenting practices significantly shape the beliefs children hold about themselves. For instance, when parents offer trait-focused praise (e.g., “You’re so smart”) versus process-focused praise (e.g., “You worked really hard”), it can lead to immediate and lasting differences in children’s self-perceptions, goal setting, and attributions [22]. These differences influence how adolescents respond to setbacks and challenges. Thus, supportive parenting that emphasizes effort and personal growth may be particularly effective in cultivating a growth mindset, which in turn helps adolescents develop a more optimistic and proactive future orientation.\u003c/p\u003e\n\u003cp\u003eWhen facing challenges, children with a growth mindset are more likely to adopt mastery-oriented self-regulation strategies, enabling them to stay focused on learning and improvement rather than being discouraged by setbacks [45]. Parental autonomy support plays a crucial role in fostering this mindset by promoting perseverance, resilience, and a belief in personal growth. As a result, adolescents supported in this way tend to believe that their abilities can be developed through effort and learning, which encourages them to pursue future-oriented mastery goals [15]. This belief system not only motivates continuous self-improvement but also strengthens executive functioning, achievement motivation, and self-efficacy. With a clearer understanding of their own strengths and future aspirations, these adolescents are more willing to set meaningful goals and commit to the effort required to achieve them, ultimately cultivating a stronger sense of future orientation [44].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe mediating role of hope\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study identified hope as a key mediating factor in the relationship between parental autonomy support and adolescents’ positive future orientation. Consistent with earlier research [46-48], findings show that when parents support their children's autonomy, they help foster a stronger sense of hope, which in turn promotes a more optimistic and goal-oriented outlook on the future. Parents act as important role models in this process—offering encouragement, helping adolescents develop strategies to reach their goals, and framing challenges as opportunities for growth. These supportive behaviors enhance adolescents’ sense of agency and reinforce belief in their own capacity to overcome difficulties. According to the family functioning model [49], adolescents raised in harmonious, autonomy-supportive family environments are more likely to feel secure and confident, which strengthens their hopeful thinking and problem-solving motivation. In line with Fredrickson’s [29] broaden-and-build theory of positive emotions, parental autonomy support also contributes to greater emotional well-being, allowing adolescents to stay open to new ideas and flexible in problem-solving. Moreover, when parents respect their children’s perspectives and offer meaningful choices, adolescents feel trusted and recognized—boosting their self-confidence and creating a psychological foundation of optimism and hope. As Snyder et al. [48] emphasized, individuals in environments marked by mutual care and shared goals tend to experience higher levels of hope. Adolescents with strong hope not only believe in their ability to achieve goals but also show greater resilience, emotional regulation, and motivation. These qualities make them more capable of managing stress, setting long-term goals, and taking consistent action—key indicators of a strong future orientation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe chain mediating role of growth mindset and hope\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study found that growth mindset and hope function as sequential mediators in the relationship between parental autonomy support and adolescents’ future orientation, with growth mindset significantly predicting hope. This result is in line with previous research [16], which shows that individuals who possess a growth mindset tend to remain optimistic and proactive when facing challenges. Their ability to view difficulties as opportunities for learning allows them to maintain motivation and a hopeful outlook. From a neurological perspective, growth-minded individuals develop stronger cognitive connections in response to adversity, which supports their ability to adapt and persevere. Over time, this mindset not only fosters emotional resilience but also encourages a sustained sense of hope. According to Hobfoll et al.'s [50] Conservation of Resources Theory and the concept of resource gain spirals, having one psychological resource—such as a growth mindset—can help individuals acquire additional resources like hope, confidence, resilience, and perseverance, which together promote well-rounded personal development. Supporting this, Wu [51] emphasized that growth mindset serves as a foundational resource that catalyzes further psychological strengths. In essence, these interconnected resources create a positive feedback loop that strengthens adolescents’ capacity to plan, strive, and remain optimistic about their future.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe moderating role of peer relationships\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe findings of this study demonstrate that the quality of peer relationships moderates the relationship between parental autonomy support and growth mindset. Specifically, the positive impact of parental autonomy support on the development of a growth mindset is strengthened as the quality of peer relationships improves. This result aligns with previous research [52, 53] and highlights the important facilitative role of peer relationships. These findings also support Ecological Systems Theory, which emphasizes that individual development is shaped through interactions across various systems, such as microsystems (e.g., family, school) and mesosystems (e.g., family-school connections). Furthermore, in accordance with the Main Effect Model of Social Support [52], adolescents in supportive learning environments are more likely to build healthy peer relationships, which in turn foster a growth mindset through positive interactions. Additionally, the results can be explained through the processes of peer selection and socialization. Research consistently shows that individuals with similar attitudes and behaviors tend to form friendships [53]. As such, adolescents who prioritize self-growth are more likely to interact with peers who share similar values, further reinforcing the development of a growth mindset and positive future orientation.\u003c/p\u003e\n\u003cp\u003eThe moderated mediation analysis revealed that parental autonomy support exerts a stronger indirect effect on adolescent future orientation through growth mindset when peer relational quality is high. Conversely, this mediating pathway is attenuated for individuals with low peer relational quality. As adolescents transition into puberty, their interpersonal focus shifts more toward peer relationships [54]. High-quality peer relationships provide essential developmental resources in the school environment, facilitating the growth of social skills and problem-solving abilities—key attributes emphasized in a growth mindset. This mindset, which promotes positive attitudes and adaptive strategies in the face of challenges, is further amplified when adolescents experience both strong peer relationships and supportive parental autonomy. These dual influences work synergistically, enhancing growth mindset and thereby maximizing future orientation through their combined effects. However, when peer relational quality is low, the impact of parental autonomy support on growth mindset and future orientation becomes less pronounced, weakening the mediating effect. Interestingly, peer relationships did not significantly moderate the relationship between parental autonomy support and hope. This lack of significant moderation may be attributed to the early developmental stage of peer relationships in middle school, where emotional connections between peers are often not yet deep enough to establish mutual trust and support [55]. As a result, when peer relationships act as an external factor influencing hope—an internal motivational system—their effect may remain minimal due to insufficient emotional bonding and a less solid foundation of peer support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSignificance and limitations of the study\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study investigates the chain mediating effects of growth mindset and hope in the relationship between parental autonomy support and adolescents' positive future orientation, alongside the moderating role of peer relationships. The findings offer valuable insights into the internal mechanisms through which parental autonomy support influences future orientation, contributing to a deeper understanding of how to effectively foster adolescents' proactive future planning abilities. By integrating Self-Determination Theory (focused on family-level dynamics) and the Social Support Buffering Model (focused on peer-level dynamics), this research introduces a \"Family-Peer-Individual\" synergistic triadic model, which expands beyond traditional theoretical frameworks. Additionally, combining Dweck’s [15] growth mindset theory with Snyder’s [24] hope theory within the positive psychology paradigm provides a fresh theoretical perspective on adolescent development [23]. The study further demonstrates the synergistic effects of psychological capital elements in promoting personal growth. Adolescents who receive high levels of parental autonomy support experience increased psychological security and motivation to explore the world, facilitating the development of various skills. This, in turn, boosts their self-worth and fosters positive self-evaluations, ultimately supporting personal growth and goal achievement.\u003c/p\u003e\n\u003cp\u003eThis study has several limitations. First, its cross-sectional design limits the ability to draw causal conclusions about the relationships among parental autonomy support, growth mindset, hope, and future orientation in middle school students. Longitudinal research is needed to better understand the developmental trajectories and causal pathways of these variables over time. Second, while the study examined parental autonomy support as a unified construct, it did not differentiate between the roles of mothers and fathers in providing this support. Future research could employ the Actor-Partner Interdependence Model (APIM) to explore the independent and interactive effects of mother-child, father-child, and triadic family dynamics on adolescents' future orientations. This would also contribute to a deeper application of family systems theory in the context of career development research.\u003c/p\u003e"},{"header":"Conclusions","content":"\u003cp\u003e(1) Parental autonomy support is positively related to positive future orientation.\u003c/p\u003e\n\u003cp\u003e(2) Growth mindset and hope mediate the relationship between parental autonomy support and positive future orientation, respectively.\u003c/p\u003e\n\u003cp\u003e(3) Growth mindset and hope mediate the chain between parental autonomy support and positive future orientation.\u003c/p\u003e\n\u003cp\u003e(4) Peer relationships moderated the relationship between parental autonomy support and growth mindset, and parental autonomy support was a stronger predictor of growth mindset at high levels of peer relationships. However, the moderating effect of peer relationships was not significant between the effects of parental autonomy support on hope.\u003c/p\u003e\n"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved by the Ethics Committee of the Institute of Psychology, Chinese Academy of Sciences (Approval No. H25003). Written informed consent was obtained from parents or legal guardians of all participants under the age of 16 who were included in this research. The investigation was conducted in accordance with the ethical standards outlined in the 1964 Declaration of Helsinki and its subsequent amendments.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis \u0026nbsp;study was supported by the National Key Research and Development Program of China (2023YFC3341305).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors' contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eX.L. conducted the research design, data analysis, and manuscript writing. A.U.R.A. contributed to manuscript polishing and editing. T.C. was responsible for manuscript review and revision. All authors reviewed the final version of the manuscript and approved its submission for publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe are grateful to all those who participated in this study, and we express our deep appreciation to the individuals who helped with this research.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eLiu, X., Huang, X., \u0026amp; Gao, F. (2011). Theoretical conceptualization of adolescents\u0026apos; future orientation. \u003cem\u003eJournal of Southwest University (Social Science Edition), 37\u003c/em\u003e(2), 15-19. https://doi.org/10.13718/j.cnki.xdsk.2011.02.021.\u003c/li\u003e\n\u003cli\u003eZeng, L., Peng, X., Zeng, X., Wang, H., Xiao, S., \u0026amp; Chen, Y. (2022). 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Trajectories of Perceived Friendship Quality During Adolescence: The Patterns and Contextual Predictors. \u003cem\u003eJournal of Research on Adolescence, 16\u003c/em\u003e(2), 293-320. https://doi.org/10.1111/j.1532-7795.2006.00133.x.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Parental autonomy support, Future orientation, Growth mindset, Hope, Peer relationships","lastPublishedDoi":"10.21203/rs.3.rs-6653184/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6653184/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"Adolescent future orientation (AFO), recognized as a crucial psychological capital in the VUCA era marked with volatility, uncertainty, complexity and ambiguity, remains unclear in its association with parental autonomy support (PAS) and underlying mechanism. This study employs a moderated chain mediation model to examine how perceived PAS influences AFO development through growth mindset and hope, and how peer relationships perform a moderating effect. The Parental Autonomy Support Scale, the Future Orientation Scale, the Growth Mindset Scale, the Hope Scale, and the Peer Relationships Scale were used to measure 604 current middle school students in the suburbs of Beijing, China. The results showed that: (1) Parental autonomy support positively predicted adolescents' positive future orientations; (2) Growth mindset and hope played a chain mediating role between parental autonomy support and adolescents' positive future orientations; (3) Peer relationships moderated the relationship between parental autonomy support and growth mindset. At high levels of peer relationships, parental autonomy support was a stronger predictor of growth mindset. However, peer relationships did not moderate the association between parental autonomy support and hope. Conclusion: Parental autonomy support is strongly linked to adolescents' positive future orientations, with growth mindset, hope, and peer relationships playing a key role in their internal mechanisms.","manuscriptTitle":"Parental Autonomy Support, Peer Relationship, And Adolescent Future Orientation: A Moderated Chain Mediation Model","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-04 10:57:05","doi":"10.21203/rs.3.rs-6653184/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"bcdc53b6-9101-454c-ab2f-1d6fc5d97583","owner":[],"postedDate":"September 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-24T11:55:14+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-04 10:57:05","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6653184","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6653184","identity":"rs-6653184","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}