The Impact of Chinese College Students’ Perceived Parental Autonomy Support and Professors’ Servant Leadership on Academic Achievement

This study investigated how perceived parental autonomy support andprofessors’ servant leadership influence the academic achievement of Chineseuniversity students. Survey data from 449 students across eight universities inShandong Province were analyzed using descriptive statistics, t-tests, ANOVA,correlation, and multiple regression. Results showed generally high perceptions, withall variables exceeding 3.2 on a 5-point scale. Significant differences appeared bygrade, major, and completion of educational administration courses, but not bygender or place of origin. Both parental autonomy support and servant leadershipsignificantly predicted academic achievement. In particular, ‘offering choice’ and‘emotional acknowledgment(parental support)’, along with ‘empowerment’, ‘creatingsocial value’, and ‘conceptual skills(servant leadership)’, exerted positive effects. These findings underscore the importance of supportive family contexts andservant-oriented educational leadership in fostering student success