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Volume 24, Issue 150 (8-2025)
Journal of Psychological Science 2025, 24(150): 229-248 |
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rangriz Z, Talepasand S, Sotodeh Asl N. (2025). Structural Model of Parental Motivation and The Consequences of Student Progress with The Mediating Role of Parents' Autonomous Involvement: Testing Ryan and Deci's Self-Determination Theory. Journal of Psychological Science. 24(150), 229-248.
URL: http://psychologicalscience.ir/article-1-2866-en.html
URL: http://psychologicalscience.ir/article-1-2866-en.html
, Faculty of Psychology and Educational Sience. Semnan University, Semnan, Iran. , stalepasand@semnan.ac.ir
Abstract: (26 Views)
Background: Academic success and its associated outcomes have a significant impact on both the present and future lives of children. According to Self-Determination Theory (SDT), parental interactions that satisfy children’s need for autonomy can predict both academic and non-academic behaviors. These interactions depend on the different types of parental motivation. However, the structural relationships between these types of parental motivation, academic success, and its outcomes—mediated by parental autonomy-supportive involvement—have yet to be thoroughly examined.
Aims: This study aimed to test a structural model of parental motivation and its consequences for student progress, with autonomous parental involvement serving as a mediator, based on Ryan and Deci's Self-Determination Theory.
Methods: A correlational descriptive design using structural equation modeling (SEM) was employed. The statistical population included all fifth and sixth-grade students (2024-2025 academic year) in elementary schools in Semnan, Iran. Using random multistage sampling, 415 students were selected. Parent Motivation for Involvement (Grolnick, 2015), Autonomy Supportive versus controlling Involvement (Lerner et al., 2022), Autonomous Motivation (Ryan & Connell, 1989), Perceived Competence (Harter, 1982), School-Related Worry (Wiekhorst, 1973). Data were analyzed using SPSS-26 and LISREL-8.80.
Results: Controlled parental motivation had a significant negative indirect effect on academic performance (β= -0.043), perceived competence (β= -0.074), school-related anxiety (β= 0.137), and autonomous motivation (β= -0.034) through reduced autonomy-supportive involvement. Controlled parental motivation also directly negatively predicted autonomy-supportive involvement (β= -0.131, p< 0.05). The direct effect of autonomous parental motivation on autonomy-supportive involvement was non-significant. Instead, parental autonomous motivation had a direct positive effect on school anxiety (0.5).
Conclusion: The results demonstrated that parents' controlled motivation, mediated by parental involvement in autonomy support, exerts a statistically significant structural effect on students' academic performance, perceived competence, school-related anxiety, and autonomous motivation. This structural model elucidates the complex relationships between parental motivation, autonomy-supportive involvement, and student outcomes, offering insights into fostering academic success.
Aims: This study aimed to test a structural model of parental motivation and its consequences for student progress, with autonomous parental involvement serving as a mediator, based on Ryan and Deci's Self-Determination Theory.
Methods: A correlational descriptive design using structural equation modeling (SEM) was employed. The statistical population included all fifth and sixth-grade students (2024-2025 academic year) in elementary schools in Semnan, Iran. Using random multistage sampling, 415 students were selected. Parent Motivation for Involvement (Grolnick, 2015), Autonomy Supportive versus controlling Involvement (Lerner et al., 2022), Autonomous Motivation (Ryan & Connell, 1989), Perceived Competence (Harter, 1982), School-Related Worry (Wiekhorst, 1973). Data were analyzed using SPSS-26 and LISREL-8.80.
Results: Controlled parental motivation had a significant negative indirect effect on academic performance (β= -0.043), perceived competence (β= -0.074), school-related anxiety (β= 0.137), and autonomous motivation (β= -0.034) through reduced autonomy-supportive involvement. Controlled parental motivation also directly negatively predicted autonomy-supportive involvement (β= -0.131, p< 0.05). The direct effect of autonomous parental motivation on autonomy-supportive involvement was non-significant. Instead, parental autonomous motivation had a direct positive effect on school anxiety (0.5).
Conclusion: The results demonstrated that parents' controlled motivation, mediated by parental involvement in autonomy support, exerts a statistically significant structural effect on students' academic performance, perceived competence, school-related anxiety, and autonomous motivation. This structural model elucidates the complex relationships between parental motivation, autonomy-supportive involvement, and student outcomes, offering insights into fostering academic success.
Keywords: Parental involvement, Autonomy support, Autonomous motivation, Academic motivation, Achievement
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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)