ObjectiveTo explore the role of self-management in the relationship between parental expectations and college students' achievement motivation based on the ecological systems theory and self-determination theory.

MethodsA total of 1 436 college students were surveyed by the parental expectation questionnaire, achievement motivation scale and college students self-management questionnaire.

ResultsThere were significant differences in achievement motivation among college students in terms of gender, grade, parenting style, training level and family monthly income.Parental expectation and its dimensions were positively correlated with success and failure avoidance(P < 0.01), personality maturity of parental expectation was positively correlated with achievement motivation(P < 0.01), and relationship dimension was negatively correlated with achievement motivation(P < 0.01);self-management and its dimensions were positively correlated with success and achievement motivation(P < 0.01), and negatively correlated with failure avoidance(P < 0.01).Parental expectations could significantly predict behavior management, cognitive management and time management, while behavior management, emotional management and cognitive management could significantly predict achievement motivation.Behavior management and cognitive management partially mediated between parental expectations and achievement motivation(P < 0.05 to P < 0.01).

ConclusionsThe internalization of parental expectations is the key mechanism affecting achievement motivation.Self-management is the nearest factor affecting achievement motivation.Good self-management can help college students weaken and restrain the negative influence of unreasonable parental expectations.