Document Type : Original Article


1 Ph.D. Candidate in Educational Psychology, Department of Counseling and Educational Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

2 Associate Professor,Faculty of psychology and educational sciences, University of Tehran, Tehran, Iran.


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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