Perceived parenting styles, academic achievement and academic motivation A causal model

Authors

    Farhad Tanhaye Reshvanloo * Ph.D. Candidate in Educational Psychology, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. farhadtanhay@um.ac.ir
    Elahe Hejazi Associate Professor,Faculty of psychology and educational sciences, University of Tehran, Tehran, Iran.

Keywords:

Perception of Parenting Styles, Academic motivation, academic achievement, path analysis

Abstract

Introduction: Based on the self-determination theory (SDT) the relationship between perceived parenting styles (involvement, autonomy-support, and warmth), academic motivation and academic achievement was investigated.Materials and methods: In correlational design, 412 Iranian sophomore high school students were selected randomly and completed 2 scales: Academic Motivation Scale (AMS) and Perceptions of Parents Scale (POPS). Path analysis was used to analyze the data.Results: Results indicated that perceived parenting styles had an effect on academic achievement through mediation of academic motivation. The parents’ autonomy-support perceived had an indirect and parents’ warmth perceived had a direct effect on academic achievement.Conclusion: The results suggested the importance of family context on motivation and academic achievement. 

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Published

2022-06-21

Issue

Vol. 2 No. 1 (2021): Serial Number 2-1

Section

Articles

How to Cite

Tanhaye Reshvanloo, F., & Hejazi, E. (2022). Perceived parenting styles, academic achievement and academic motivation A causal model. International Journal of Education and Cognitive Sciences, 2(1), 13-19. https://journalecs.com/index.php/ecs/article/view/25

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