Document Type : Original Article
Authors
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.
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.
Keywords
Ailly, H. (2003). Children’s autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. Journal of Educational Psychology, 95, 84-96.
Amorose, A.J., & Anderson- Butcher, D. (2007). Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychology of Sport and Exercise 8, 654-670.
Attaway, N. M., & Bry, B.H. (2004). Parenting style and black adolescent’s academic achievement. Journal of Black Psychology, 30, 229 -247.
Autonomy in children’s learning: an experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890- 898.
Blais, M. R., Sabourin, S., Boucher, C., & Vallerand, R. J. (1990). Toward a motivational model of couple happiness. Journal of personality and social Psychology, 59, 1021-1031.
Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation, help- seeking avoidance, and cheating, The Journal of Experimental Education, 76,191-217.
Bronte-Tinkew, A. J., Moor, K.A., Carrano, J. (2006). The father- child relationship, parenting styles and adolescent risk behavior in intact families. Journal of Family Issues, 27, 850- 881.
Chen, x., Liu, M., & Li, D. (2000). Parental warmth, control, and indulgence and their relations to adjustment in Chinese children: A longitudinal study. Journal of Family Psychology, 14, 401- 419.
Deci, E. l.,& Ryan, R. M. (2011). Levels of Analysis, Regnant Causes of Behavior andWell-Being:The Role of Psychological Needs. Psychological Inquiry, 22, 17–22.
Deci, E. l., Driver, E., Hotchkiss, L., Robbins, R. J., & Wilson, I. M. (1993). The relation of mother’s controlling vocalizations to children intrinsic motivation. Journal of Experimental Child Psychology, 55,151- 162.
Eccles, J. S, Midgley, C. Wigfield, A., Buchanan, C. M., Reuman, D., & Flanagan, C. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in school and in families, American Psychologist, 48, 90-101.
Eccles, J. S. (2006). A motivational perspective on school achievement, in R. J. Sternberg, R. F. Subotnik (Eds.), Optimizing student success in school with the other three Rs, Greenwich: IAP
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic Motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting Growth in achievement for adolescents. Journal of Adolescent Research, 19, 405- 427.
Grolnick, W. (2009). The role of parents in facilitating autonomous self-regulation foreducation. Theory and Research in Education, 7,164- 173.
Grolnick, W. & Ryan, R. (1987). Autonomy in children’s learning: an experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890- 898.
Grolnick, W. Ryan, R., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508-517.
Grolnick, W., & Ryan, R. (1989). Parent styles associated with self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154.
Grolnick, W., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65,237-252
Grolnick, W., Deci, E. L., & Ryan, R. (1997). Internalization within the family: The self– determination theory. In J. E. Gruse, & L, Kaczynski, (Eds.), Parenting and children's internalization of values: A handbook of contemporary Theory, New York: Wiley.
Grolnick, W., Kurowski, C. O., & Gurland, S. T. (1999). Family processes and the development of children’s self- regulation, Educational Psychologist, 34, 3-14.
Guay, F., & Vallerand, R. (1997). Social Context, Student s Motivation and Academic Achievement: to ward a process model. Social Psychology of Education, 1, 211-233.
Guay, F., Boggiano, H., & Vallerand, R. J. (2001). Autonomy support intrinsic motivation and perceived competence: conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.
Hassan, A. (2013). Learning Climate, Basic Need Satisfaction, Perceived Choice, Study Engagement, and Students’ Performance. Guide of 5th International conference on self-determination theory. P 16. New York, University of Rochester. Retrieved in 12 March 2014 from http: // www. Sdtconference. Org /sites /sdtconference.com/files/ScheduleAtGlance.pdf
Hill, N. E., & Taylor, L. C. P. (2004). Parental school involvement and children’s academic achievement. Pragmatics and issues, Current Direction s in Psychological Science, 13,161-164.
Kim, K., & Rohner, R. P. (2002). Parental Warmth, control, and involvement are schooling predicting academic achievement among Korean American adolescents. Journal of Cross– Cultural Psychology, 33, 127- 140.
Lavender, M. M. (2005). A comparison of academic motivation of academically prepared and academically unprepared community college. Unpublished doctoral dissertation, The Florida State University, Florida.
Leung, C. Y., McBride- Chang, C., & Lai, B. P. (2004). Relation among maternal parenting styles, academic competence, and life satisfaction in Chinese Early adolescents. Journal of Early adolescence, 24, 113-143.
Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. (2006). The antecedents and consequences of autonomous self –regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29, 761-775.
Park, Y. S., Kim, U., & Chung, k. (2004).Longitudinal analysis of the influence of parent-child relationship on adolescents’ academic achievement: With specific focus on the mediating role of self-efficacy and achievement motivation. Korean Journalof Psychological and Social Issues, 10, 37-59.
Pomernantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better, Review of Educational Research, 77, 373-410.
Repinski, D. J., & Shonk, S. M. (2002). Mothers and fathers’ behavior, adolescent s self -representations, and adjustment: A meditational model. The Journal of Early Adolescence, 22, 337- 383.
Robbins, R. J. (1994). An assessment of perceptions of parental autonomy support and control: Child and parent Correlates. Unpublished Doctoral Dissertation, Department of Psychology, University of Rochester.
Ryan, R. M., & Deci, E. l. (2000a). Self-determination theory and facilitation of intrinsic motivation, social development, and well- being. American psychologist, 55, 68- 78.
Ryan, R. M., & Deci, E. l. (2000b). Intrinsic and extrinsic motivation: Classic definition and new directions. Contemporary Educational Psychology,25, 54 -67.
Ryan, R. M., Deci, E. L., & Grolnick, W. S. (1995). Autonomy, relatedness, and the self: Their relation to development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and methods (pp. 618-655). New York: Wiley.
Ryan, R., Stiller, J. D., & Lynch, J. H. (1994).Representation of relationships to teachers, parents, and friends, as predictors of Academic motivation and self –esteem. Journal of Early adolescence, 14, 226 -249.
Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcome of self-determination in three life domains: The role of parents and teacher autonomy support. Journal of Youth and Adolescence, 34, 589-604.
Tahanye-Rashvanlou, F., & Hejazi, E. (2012). Maternal and paternal involvement, autonomy support and warmth:predictors of adolescence self-esteem. Journal of Behavioral Sciences, 5(4), 343-350.
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic and amotivational styles as predictors of behavior: A prospective study. Journal of personality, 60, 599- 620.
Vallerand, R. J., & Losier, G. F. (1999). An integrative analysis of intrinsic and extrinsic motivation in sport. Journal of Applied Sport Psychology, 11, 142–169.
Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 37-63). University of Rochester Press: Rochester, NY.
Vallerand, R. J., Pelletier, G., Blaise, M. R., Breier, N. M., Senecal, C., Vallieres, E. F. (1992). The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological Measurement, 52, 1003- 1017.
Vansteenkiste, M., Lens, w., & Deci, E. l. (2006). Intrinsic versus extrinsic goal contents in self –determination theory: Another look at the quality of academic motivation. Educational Psychologist, 1, 19- 31.
Vansteenkiste, M., Simons, J., Lens, w., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal forming and autonomy supportive versus internally controlling communication style on early adolescent’s academic achievement. Child Development, 76, 483- 501.
Vansteenkiste, M., Simons, L., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy supportive context. Journal of Personality and Social Psychology, 20, 246- 260.
Weinstein, N., Przybylski, A. K., & Ryan, R. M. (2012). The index of autonomous functioning: Development of a scale of human autonomy. Journal of Research in Personality, 46, 397–413.
Amorose, A.J., & Anderson- Butcher, D. (2007). Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychology of Sport and Exercise 8, 654-670.
Attaway, N. M., & Bry, B.H. (2004). Parenting style and black adolescent’s academic achievement. Journal of Black Psychology, 30, 229 -247.
Autonomy in children’s learning: an experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890- 898.
Blais, M. R., Sabourin, S., Boucher, C., & Vallerand, R. J. (1990). Toward a motivational model of couple happiness. Journal of personality and social Psychology, 59, 1021-1031.
Bong, M. (2008). Effects of parent-child relationships and classroom goal structures on motivation, help- seeking avoidance, and cheating, The Journal of Experimental Education, 76,191-217.
Bronte-Tinkew, A. J., Moor, K.A., Carrano, J. (2006). The father- child relationship, parenting styles and adolescent risk behavior in intact families. Journal of Family Issues, 27, 850- 881.
Chen, x., Liu, M., & Li, D. (2000). Parental warmth, control, and indulgence and their relations to adjustment in Chinese children: A longitudinal study. Journal of Family Psychology, 14, 401- 419.
Deci, E. l.,& Ryan, R. M. (2011). Levels of Analysis, Regnant Causes of Behavior andWell-Being:The Role of Psychological Needs. Psychological Inquiry, 22, 17–22.
Deci, E. l., Driver, E., Hotchkiss, L., Robbins, R. J., & Wilson, I. M. (1993). The relation of mother’s controlling vocalizations to children intrinsic motivation. Journal of Experimental Child Psychology, 55,151- 162.
Eccles, J. S, Midgley, C. Wigfield, A., Buchanan, C. M., Reuman, D., & Flanagan, C. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in school and in families, American Psychologist, 48, 90-101.
Eccles, J. S. (2006). A motivational perspective on school achievement, in R. J. Sternberg, R. F. Subotnik (Eds.), Optimizing student success in school with the other three Rs, Greenwich: IAP
Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic Motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting Growth in achievement for adolescents. Journal of Adolescent Research, 19, 405- 427.
Grolnick, W. (2009). The role of parents in facilitating autonomous self-regulation foreducation. Theory and Research in Education, 7,164- 173.
Grolnick, W. & Ryan, R. (1987). Autonomy in children’s learning: an experimental and individual differences investigation. Journal of Personality and Social Psychology, 52, 890- 898.
Grolnick, W. Ryan, R., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508-517.
Grolnick, W., & Ryan, R. (1989). Parent styles associated with self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154.
Grolnick, W., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: A multidimensional conceptualization and motivational model. Child Development, 65,237-252
Grolnick, W., Deci, E. L., & Ryan, R. (1997). Internalization within the family: The self– determination theory. In J. E. Gruse, & L, Kaczynski, (Eds.), Parenting and children's internalization of values: A handbook of contemporary Theory, New York: Wiley.
Grolnick, W., Kurowski, C. O., & Gurland, S. T. (1999). Family processes and the development of children’s self- regulation, Educational Psychologist, 34, 3-14.
Guay, F., & Vallerand, R. (1997). Social Context, Student s Motivation and Academic Achievement: to ward a process model. Social Psychology of Education, 1, 211-233.
Guay, F., Boggiano, H., & Vallerand, R. J. (2001). Autonomy support intrinsic motivation and perceived competence: conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.
Hassan, A. (2013). Learning Climate, Basic Need Satisfaction, Perceived Choice, Study Engagement, and Students’ Performance. Guide of 5th International conference on self-determination theory. P 16. New York, University of Rochester. Retrieved in 12 March 2014 from http: // www. Sdtconference. Org /sites /sdtconference.com/files/ScheduleAtGlance.pdf
Hill, N. E., & Taylor, L. C. P. (2004). Parental school involvement and children’s academic achievement. Pragmatics and issues, Current Direction s in Psychological Science, 13,161-164.
Kim, K., & Rohner, R. P. (2002). Parental Warmth, control, and involvement are schooling predicting academic achievement among Korean American adolescents. Journal of Cross– Cultural Psychology, 33, 127- 140.
Lavender, M. M. (2005). A comparison of academic motivation of academically prepared and academically unprepared community college. Unpublished doctoral dissertation, The Florida State University, Florida.
Leung, C. Y., McBride- Chang, C., & Lai, B. P. (2004). Relation among maternal parenting styles, academic competence, and life satisfaction in Chinese Early adolescents. Journal of Early adolescence, 24, 113-143.
Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. (2006). The antecedents and consequences of autonomous self –regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29, 761-775.
Park, Y. S., Kim, U., & Chung, k. (2004).Longitudinal analysis of the influence of parent-child relationship on adolescents’ academic achievement: With specific focus on the mediating role of self-efficacy and achievement motivation. Korean Journalof Psychological and Social Issues, 10, 37-59.
Pomernantz, E. M., Moorman, E. A., & Litwack, S. D. (2007). The how, whom, and why of parents’ involvement in children’s academic lives: More is not always better, Review of Educational Research, 77, 373-410.
Repinski, D. J., & Shonk, S. M. (2002). Mothers and fathers’ behavior, adolescent s self -representations, and adjustment: A meditational model. The Journal of Early Adolescence, 22, 337- 383.
Robbins, R. J. (1994). An assessment of perceptions of parental autonomy support and control: Child and parent Correlates. Unpublished Doctoral Dissertation, Department of Psychology, University of Rochester.
Ryan, R. M., & Deci, E. l. (2000a). Self-determination theory and facilitation of intrinsic motivation, social development, and well- being. American psychologist, 55, 68- 78.
Ryan, R. M., & Deci, E. l. (2000b). Intrinsic and extrinsic motivation: Classic definition and new directions. Contemporary Educational Psychology,25, 54 -67.
Ryan, R. M., Deci, E. L., & Grolnick, W. S. (1995). Autonomy, relatedness, and the self: Their relation to development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and methods (pp. 618-655). New York: Wiley.
Ryan, R., Stiller, J. D., & Lynch, J. H. (1994).Representation of relationships to teachers, parents, and friends, as predictors of Academic motivation and self –esteem. Journal of Early adolescence, 14, 226 -249.
Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcome of self-determination in three life domains: The role of parents and teacher autonomy support. Journal of Youth and Adolescence, 34, 589-604.
Tahanye-Rashvanlou, F., & Hejazi, E. (2012). Maternal and paternal involvement, autonomy support and warmth:predictors of adolescence self-esteem. Journal of Behavioral Sciences, 5(4), 343-350.
Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic and amotivational styles as predictors of behavior: A prospective study. Journal of personality, 60, 599- 620.
Vallerand, R. J., & Losier, G. F. (1999). An integrative analysis of intrinsic and extrinsic motivation in sport. Journal of Applied Sport Psychology, 11, 142–169.
Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 37-63). University of Rochester Press: Rochester, NY.
Vallerand, R. J., Pelletier, G., Blaise, M. R., Breier, N. M., Senecal, C., Vallieres, E. F. (1992). The academic motivation scale: a measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological Measurement, 52, 1003- 1017.
Vansteenkiste, M., Lens, w., & Deci, E. l. (2006). Intrinsic versus extrinsic goal contents in self –determination theory: Another look at the quality of academic motivation. Educational Psychologist, 1, 19- 31.
Vansteenkiste, M., Simons, J., Lens, w., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal forming and autonomy supportive versus internally controlling communication style on early adolescent’s academic achievement. Child Development, 76, 483- 501.
Vansteenkiste, M., Simons, L., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy supportive context. Journal of Personality and Social Psychology, 20, 246- 260.
Weinstein, N., Przybylski, A. K., & Ryan, R. M. (2012). The index of autonomous functioning: Development of a scale of human autonomy. Journal of Research in Personality, 46, 397–413.
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