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

Internal Review: 1 weeks
Review: 4-8 weeks
Final Decision: 2-4 weeks
Production: weeks

Farhad Tanhaye Reshvanloo; Elahe Hejazi

Authors

Farhad Tanhaye Reshvanloo Ph.D. Candidate in Educational Psychology, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran. Author https://orcid.org/0000-0003-2218-2493
Elahe Hejazi Associate Professor,Faculty of psychology and educational sciences, University of Tehran, Tehran, Iran. Author https://orcid.org/

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.