The Effect of Perceived Parental Academic Involvement on Achievement: The Mediating Role of Academic Motivation
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| Title: | The Effect of Perceived Parental Academic Involvement on Achievement: The Mediating Role of Academic Motivation |
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| Language: | English |
| Authors: | Samet Eker (ORCID |
| Source: | Psychology in the Schools. 2025 62(11):4740-4759. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Parent Participation, Academic Achievement, Student Motivation, Grade 9, High School Students, Urban Areas, Parent Role, Correlation, Incentives, Learning Motivation |
| Geographic Terms: | Turkey |
| Assessment and Survey Identifiers: | Academic Motivation Scale |
| DOI: | 10.1002/pits.70036 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | This study examines the direct and indirect effects of perceived parental academic involvement on student achievement through academic motivation, based on Self-Determination Theory. The study group consisted of 849 ninth-grade students from 12 public high schools in a major urban area in Türkiye. Parental involvement was analyzed through two dimensions: academic support and academic monitoring, while academic motivation was examined in terms of intrinsic motivation, extrinsic motivation, and amotivation. Structural equation modeling revealed that both parental support and monitoring had a significant and positive effect on academic achievement. When the direct effects of motivation on achievement were analyzed, extrinsic motivation had a stronger and statistically significant effect compared with intrinsic motivation, and amotivation also showed a small but significant positive effect on achievement. Mediation analysis further revealed that extrinsic motivation partially mediated the relationship between parental involvement and achievement, while intrinsic motivation was not a significant predictor. These findings suggest that not all types of motivation influence academic outcomes as expected, and external motivational factors may play a more prominent role in high-pressure educational settings. Moreover, the type of parental involvement, combined with students' motivational profiles, appears to be crucial in shaping academic success. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486495 |
| Database: | ERIC |
| Abstract: | This study examines the direct and indirect effects of perceived parental academic involvement on student achievement through academic motivation, based on Self-Determination Theory. The study group consisted of 849 ninth-grade students from 12 public high schools in a major urban area in Türkiye. Parental involvement was analyzed through two dimensions: academic support and academic monitoring, while academic motivation was examined in terms of intrinsic motivation, extrinsic motivation, and amotivation. Structural equation modeling revealed that both parental support and monitoring had a significant and positive effect on academic achievement. When the direct effects of motivation on achievement were analyzed, extrinsic motivation had a stronger and statistically significant effect compared with intrinsic motivation, and amotivation also showed a small but significant positive effect on achievement. Mediation analysis further revealed that extrinsic motivation partially mediated the relationship between parental involvement and achievement, while intrinsic motivation was not a significant predictor. These findings suggest that not all types of motivation influence academic outcomes as expected, and external motivational factors may play a more prominent role in high-pressure educational settings. Moreover, the type of parental involvement, combined with students' motivational profiles, appears to be crucial in shaping academic success. |
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| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70036 |
