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Volume 24, Issue 153 (11-2025)
Journal of Psychological Science 2025, 24(153): 195-209 |
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Rangriz Z, Talepasand S, SotodehAsl N. (2025). The Role of Motivation and Types of Parental Involvement in Predicting Students’ Autonomous Motivation: A Self-Determination Theory-Based Approach. Journal of Psychological Science. 24(153), 195-209. doi:10.61186/jps.24.153.195
URL: http://psychologicalscience.ir/article-1-2961-en.html
URL: http://psychologicalscience.ir/article-1-2961-en.html
Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran , stalepasand@semnan.ac.ir
Abstract: (954 Views)
Background: Students’ autonomous motivation is considered a key factor in promoting deep learning, academic performance, and persistence. According to Self-Determination Theory (SDT), parental support that fosters students’ basic psychological needs promotes their intrinsic and autonomous motivation. However, the precise roles of different types of parental motivation, as well as the various dimensions of parental involvement in predicting students’ autonomous motivation, require more detailed and practical investigation.
Aims: This study aimed to examine the role of parental motivation and various types of parental involvement in predicting students’ autonomous academic motivation, based on Self-Determination Theory.
Methods: The research method was descriptive and correlational. The statistical population included all fifth- and sixth-grade boys and girls enrolled in elementary schools in Semnan during the 2024–2025 academic year. Using a random multistage sampling method, a total of 415 students were selected. Parent Motivation for Involvement (Grolnick, 2015), Autonomy Supportive versus Controlling Involvement (Lerner et al., 2022), and Autonomous Motivation (Ryan & Connell, 1989) were used. Data were analyzed using hierarchical regression and SPSS version 26 software.
Results: The results showed that involvement in cognitive activities had the greatest positive effect on students’ autonomous academic motivation (β= 0.204, p< 0.001), explaining 10.3% of its variance. Higher grade levels had a significant negative effect on autonomous motivation (β= -0.14). Gender and controlled parental motivation did not have significant effects. Although autonomous parental motivation had a significant positive role in predicting students’ autonomous motivation in the initial models, its effect decreased and approached the significance threshold in the final model (p= 0.080).
Conclusion: Based on the findings, increased parental cognitive involvement plays an important role in enhancing students’ autonomous academic motivation, particularly in lower grade levels, and can contribute to improved learning quality and sustained academic effort. Parental motivation, however, had a limited effect.
Background: Students’ autonomous motivation is considered a key factor in promoting deep learning, academic performance, and persistence. According to Self-Determination Theory (SDT), parental support that fosters students’ basic psychological needs promotes their intrinsic and autonomous motivation. However, the precise roles of different types of parental motivation, as well as the various dimensions of parental involvement in predicting students’ autonomous motivation, require more detailed and practical investigation.
Aims: This study aimed to examine the role of parental motivation and various types of parental involvement in predicting students’ autonomous academic motivation, based on Self-Determination Theory.
Methods: The research method was descriptive and correlational. The statistical population included all fifth- and sixth-grade boys and girls enrolled in elementary schools in Semnan during the 2024–2025 academic year. Using a random multistage sampling method, a total of 415 students were selected. Parent Motivation for Involvement (Grolnick, 2015), Autonomy Supportive versus Controlling Involvement (Lerner et al., 2022), and Autonomous Motivation (Ryan & Connell, 1989) were used. Data were analyzed using hierarchical regression and SPSS version 26 software.
Results: The results showed that involvement in cognitive activities had the greatest positive effect on students’ autonomous academic motivation (β= 0.204, p< 0.001), explaining 10.3% of its variance. Higher grade levels had a significant negative effect on autonomous motivation (β= -0.14). Gender and controlled parental motivation did not have significant effects. Although autonomous parental motivation had a significant positive role in predicting students’ autonomous motivation in the initial models, its effect decreased and approached the significance threshold in the final model (p= 0.080).
Conclusion: Based on the findings, increased parental cognitive involvement plays an important role in enhancing students’ autonomous academic motivation, particularly in lower grade levels, and can contribute to improved learning quality and sustained academic effort. Parental motivation, however, had a limited effect.
Aims: This study aimed to examine the role of parental motivation and various types of parental involvement in predicting students’ autonomous academic motivation, based on Self-Determination Theory.
Methods: The research method was descriptive and correlational. The statistical population included all fifth- and sixth-grade boys and girls enrolled in elementary schools in Semnan during the 2024–2025 academic year. Using a random multistage sampling method, a total of 415 students were selected. Parent Motivation for Involvement (Grolnick, 2015), Autonomy Supportive versus Controlling Involvement (Lerner et al., 2022), and Autonomous Motivation (Ryan & Connell, 1989) were used. Data were analyzed using hierarchical regression and SPSS version 26 software.
Results: The results showed that involvement in cognitive activities had the greatest positive effect on students’ autonomous academic motivation (β= 0.204, p< 0.001), explaining 10.3% of its variance. Higher grade levels had a significant negative effect on autonomous motivation (β= -0.14). Gender and controlled parental motivation did not have significant effects. Although autonomous parental motivation had a significant positive role in predicting students’ autonomous motivation in the initial models, its effect decreased and approached the significance threshold in the final model (p= 0.080).
Conclusion: Based on the findings, increased parental cognitive involvement plays an important role in enhancing students’ autonomous academic motivation, particularly in lower grade levels, and can contribute to improved learning quality and sustained academic effort. Parental motivation, however, had a limited effect.
Background: Students’ autonomous motivation is considered a key factor in promoting deep learning, academic performance, and persistence. According to Self-Determination Theory (SDT), parental support that fosters students’ basic psychological needs promotes their intrinsic and autonomous motivation. However, the precise roles of different types of parental motivation, as well as the various dimensions of parental involvement in predicting students’ autonomous motivation, require more detailed and practical investigation.
Aims: This study aimed to examine the role of parental motivation and various types of parental involvement in predicting students’ autonomous academic motivation, based on Self-Determination Theory.
Methods: The research method was descriptive and correlational. The statistical population included all fifth- and sixth-grade boys and girls enrolled in elementary schools in Semnan during the 2024–2025 academic year. Using a random multistage sampling method, a total of 415 students were selected. Parent Motivation for Involvement (Grolnick, 2015), Autonomy Supportive versus Controlling Involvement (Lerner et al., 2022), and Autonomous Motivation (Ryan & Connell, 1989) were used. Data were analyzed using hierarchical regression and SPSS version 26 software.
Results: The results showed that involvement in cognitive activities had the greatest positive effect on students’ autonomous academic motivation (β= 0.204, p< 0.001), explaining 10.3% of its variance. Higher grade levels had a significant negative effect on autonomous motivation (β= -0.14). Gender and controlled parental motivation did not have significant effects. Although autonomous parental motivation had a significant positive role in predicting students’ autonomous motivation in the initial models, its effect decreased and approached the significance threshold in the final model (p= 0.080).
Conclusion: Based on the findings, increased parental cognitive involvement plays an important role in enhancing students’ autonomous academic motivation, particularly in lower grade levels, and can contribute to improved learning quality and sustained academic effort. Parental motivation, however, had a limited effect.
Keywords: Parental involvement, Autonomy support, Autonomous motivation, Controlled Parental Motivation, Autonomous Parental Motivation
Type of Study: Research |
Subject:
Special
Received: 2025/05/22 | Accepted: 2025/07/25 | Published: 2025/11/24
Received: 2025/05/22 | Accepted: 2025/07/25 | Published: 2025/11/24
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)