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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
Language: English
Authors: Samet Eker (ORCID 0000-0001-8266-2953), Hülya Yildizli (ORCID 0000-0003-4450-2128)
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
FullText Text:
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  Data: The Effect of Perceived Parental Academic Involvement on Achievement: The Mediating Role of Academic Motivation
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  Data: <searchLink fieldCode="AR" term="%22Samet+Eker%22">Samet Eker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8266-2953">0000-0001-8266-2953</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hülya+Yildizli%22">Hülya Yildizli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4450-2128">0000-0003-4450-2128</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. 2025 62(11):4740-4759.
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  Data: 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
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  Data: Y
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  Data: 20
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Role%22">Parent Role</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Incentives%22">Incentives</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Academic+Motivation+Scale%22">Academic Motivation Scale</searchLink>
– Name: DOI
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  Data: 10.1002/pits.70036
– Name: ISSN
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  Data: 0033-3085<br />1520-6807
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2025
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  Label: Accession Number
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  Data: EJ1486495
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        Value: 10.1002/pits.70036
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      – Text: English
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        PageCount: 20
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Motivation
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      – SubjectFull: High School Students
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      – SubjectFull: Urban Areas
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      – SubjectFull: Parent Role
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      – SubjectFull: Correlation
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      – SubjectFull: Incentives
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Turkey
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      – SubjectFull: Academic Motivation Scale
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      – TitleFull: The Effect of Perceived Parental Academic Involvement on Achievement: The Mediating Role of Academic Motivation
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