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Volume 24, Issue 148 (6-2025)
Journal of Psychological Science 2025, 24(148): 61-78 |
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Abbas Uodah S, momeni K, moradi A. (2025). The relationship between parents' psychological control and academic performance in secondary school students: the mediating role of achievement goal orientation and resilience. Journal of Psychological Science. 24(148), 61-78.
URL: http://psychologicalscience.ir/article-1-2680-en.html
URL: http://psychologicalscience.ir/article-1-2680-en.html
Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran , kh.momeni@razi.ac.ir
Abstract: (374 Views)
Background: One of the goals of the education system is to nurture motivated, efficient, and purposeful learners. It is essential to examine the factors related to students' academic engagement and enhance it; thus, identifying factors that affect students' academic performance is crucial.
Aims: This study aims to investigate the relationship between parental psychological control and academic performance among secondary school students, with the mediating role of achievement goal orientation and resilience.
Methods: The research method was correlational, utilizing path analysis. The statistical population included all second secondary school students in Kermanshah city during the academic year 2023-2024. From this population, a sample of 235 students was selected through multi-stage cluster random sampling. Data were collected using the Parental Psychological Control Questionnaire (Soenens et al., 2010), Achievement Goal Orientation Questionnaire (Elliot & McGregor, 2001), Resilience Scale (Connor-Davidson, 2003), and Academic Performance Questionnaire (Pham & Taylor, 1999). Data were analyzed using path analysis with SPSS-24 and AMOS-24 software.
Results: The results indicate that the proposed model has a good fit. Psychological control has significant negative effects on resilience (β= -0.504), mastery-orientation (β= -0.458), and academic performance (β= -0.18). It also has a positive effect on performance-avoidance (β= 0.473). Additionally, resilience (β= 0.286) and mastery-orientation (β= 0.293) have positive effects on academic performance, while performance-avoidance has a negative effect (β= -0.173). Indirectly, psychological control negatively affects academic performance through resilience (β= -0.144), mastery-orientation (β= -0.134), and performance-avoidance (β= -0.082) (p< 0.05).
Conclusion: The findings suggest that psychological control, resilience, and goal orientation impact academic performance. Therefore, by raising awareness and providing education, it is possible to influence factors that affect students' academic performance and subsequently enhance it.
Aims: This study aims to investigate the relationship between parental psychological control and academic performance among secondary school students, with the mediating role of achievement goal orientation and resilience.
Methods: The research method was correlational, utilizing path analysis. The statistical population included all second secondary school students in Kermanshah city during the academic year 2023-2024. From this population, a sample of 235 students was selected through multi-stage cluster random sampling. Data were collected using the Parental Psychological Control Questionnaire (Soenens et al., 2010), Achievement Goal Orientation Questionnaire (Elliot & McGregor, 2001), Resilience Scale (Connor-Davidson, 2003), and Academic Performance Questionnaire (Pham & Taylor, 1999). Data were analyzed using path analysis with SPSS-24 and AMOS-24 software.
Results: The results indicate that the proposed model has a good fit. Psychological control has significant negative effects on resilience (β= -0.504), mastery-orientation (β= -0.458), and academic performance (β= -0.18). It also has a positive effect on performance-avoidance (β= 0.473). Additionally, resilience (β= 0.286) and mastery-orientation (β= 0.293) have positive effects on academic performance, while performance-avoidance has a negative effect (β= -0.173). Indirectly, psychological control negatively affects academic performance through resilience (β= -0.144), mastery-orientation (β= -0.134), and performance-avoidance (β= -0.082) (p< 0.05).
Conclusion: The findings suggest that psychological control, resilience, and goal orientation impact academic performance. Therefore, by raising awareness and providing education, it is possible to influence factors that affect students' academic performance and subsequently enhance it.
Keywords: Psychological control, resilience, achievement goal orientation, academic performance, students.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)