Volume 9, Issue 43 (12-2021)
2021, __(43): 219-315 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Falah M, Ghazanfari A, Charami M, Ahmadi R. The Mediating Role of Perceived Competence in the Relationship between Perceptions of Parental Support and Socio-Economic Status with Academic Motivation among adolescent students. Journal title 2021; 9 (43) : 11
URL: http://erj.khu.ac.ir/article-1-1071-en.html
URL: http://erj.khu.ac.ir/article-1-1071-en.html
1- Islamic Azad University, Shahrekord
2- Islamic Azad University, Shahrekord ,aghazan5@yahoo.com
2- Islamic Azad University, Shahrekord ,
Abstract: (7697 Views)
The aim of the present study was to investigate the mediating role of perceived competence in the relationship between perception of parental support and socio-economic status with s academic motivation of adolescent students. The research method was descriptive-correlational which was done by structural equation modeling. The statistical population of the study included all high school students in Yazd studying in the academic year 2020-2021. 421 of them were selected by multi-stage cluster sampling method. Measurement tools included Harter (1981) Academic Motivation Questionnaire, Perceived Social Support from Family Procidano & Heller (1983), and Self-Perception Profile for Children Harter (1989) and Socio-Economic Status Silwan (2007). The final model showed good fit. The results of showed that the perception of parental support indirectly and through the perception of competence had a significant effect on students' academic motivation. According to the research findings, increasing the perception of parental support in students can reduce their academic lack of motivation indirectly through perception of competence.
Article number: 11
Keywords: academic motivation, perception of parental support, socio-economic status, perceived competence, adolescent students
Type of Study: Research Paper |
Subject:
Educational Psychology
Received: 2021/11/2 | Revised: 2023/11/21 | Accepted: 2022/04/19 | ePublished: 2022/05/1
Received: 2021/11/2 | Revised: 2023/11/21 | Accepted: 2022/04/19 | ePublished: 2022/05/1
References
1. Avvisati, F. (2020). The measure of socio-economic status in PISA: a review and some suggested improvements. Large-Scale Assessments in Education, 8, 1-37. [DOI:10.1186/s40536-020-00086-x]
2. Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425-469.
https://doi.org/10.3102/0034654316669821 [DOI:10.3102%2F0034654316669821]
3. Browman, A. S., & Destin, M. (2016). The effects of a warm or chilly climate toward socioeconomic diversity on academic motivation and self-concept. Personality and Social Psychology Bulletin, 42(2), 172-187.
https://doi.org/10.1177/0146167215619379 [DOI:10.1177%2F0146167215619379]
4. Chapman, C., Laird, J., & Remani, A. K. (2011). Trends in high school dropout and completion rates in the United States. Washington, DC: National Center for Education Statistics. https://eric.ed.gov/?id=ED524955
5. DeLay, D., Hafen, C. A., Cunha, J. M., Weber, L. N., & Laursen, B. (2013). Perceptions of parental support buffer against depression for Brazilian youth with interpersonal difficulties. International Journal of Behavioral Development, 37(1), 29-34.
https://doi.org/10.1177/0165025412454031 [DOI:10.1177%2F0165025412454031]
6. Effiong, I. E., Ndidi, M. A., & Obogo, A. I. (2020). Parental Socio-economic Status as Correlates of Students' Motivation in Studying Mathematics in Calabar Education Zone of Cross River State, Nigeria. Journal of the Social Sciences, 48(3), 1586-1596. https://files.eric.ed.gov/fulltext/EJ1083795.pdf
7. Froiland, J. M., & Oros, E. (2014). Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement. Educational Psychology, 34(2), 119-132. [DOI:10.1080/01443410.2013.822964]
8. Ferro, M. A., & Tang, J. (2017). Psychometric properties of the Self-Perception Profile for Children in children with chronic illness. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 26(2), 119-124. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5510942/
9. Grijalva-Quiñonez, C. S., Valdés-Cuervo, A. A., Parra-Pérez, L. G., & Vazquez, F. I. G. (2020). Parental involvement in Mexican elementary students' homework: Its relation with academic self-efficacy, self-regulated learning, and academic achievement. Psicología Educativa. Revista de los Psicólogos de la Educación, 26(2), 129-136. [DOI:10.5093/psed2020a5]
10. Guay, F., Ratelle, C., Larose, S., Vallerand, R. J., & Vitaro, F. (2013). The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement? Contemporary Educational Psychology, 38(4), 375-382. [DOI:10.1016/j.cedpsych.2013.07.005]
11. Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental psychology, 17(3), 300-312. [DOI:10.1037/0012-1649.17.3.300]
12. Hamilton, L., Roksa, J., & Nielsen, K. (2018). Providing a ''Leg up'': Parental involvement and opportunity hoarding in college. Sociology of Education, 91(2), 111-131.
https://doi.org/10.1177/0038040718759557 [DOI:10.1177%2F0038040718759557]
13. Holloway, S. D., Campbell, E. J., Nagase, A., Kim, S., Suzuki, S., Wang, Q., ... & Baak, S. Y. (2016). Parenting self-efficacy and parental involvement: Mediators or moderators between socioeconomic status and children's academic competence in Japan and Korea?. Research in Human Development, 13(3), 258-272. [DOI:10.1080/15427609.2016.1194710]
14. Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction. 55, e7208494. [DOI:10.1155/2019/7208494]
15. Kamarudin, H., Malek, N. A. A., Mohamed, W. N., & Ayub, S. A. A. (2021). The relationship between self-perceived communicative competence and demotivation. International Journal of Research-Granthaalayah, 5(3), 57-64. [DOI:10.29121/granthaalayah.v5.i3(SE).2017.1941]
16. Kala, P. C., & Shirlin, P. (2017). A study on achievement motivation and socio economic status of college students in tirunelveli district. International Journal of Research-Granthaalayah, 5(3), 57-64.
https://doi.org/10.29121/granthaalayah.v5.i3(SE).2017.1941 [DOI:10.5281/zenodo.545975]
17. Kriegbaum, K., Becker, N., & Spinath, B. (2018). The relative importance of intelligence and motivation as predictors of school achievement: A Meta-analysis. Educational Research Review, 25, 120-148. [DOI:10.1016/j.edurev.2018.10.001]
18. Lazarides, R., Viljaranta, J., Aunola, K., Pesu, L., & Nurmi, J. (2016). The role of parental expectations and students' motivational profiles for educational aspirations. Learning and Individual Differences, 51, 29-36. [DOI:10.1016/j.lindif.2016.08.024]
19. Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of educational psychology, 98(3), 567-582. https://psycnet.apa.org/doi/10.1037/0022-0663.98.3.567 [DOI:10.1037/0022-0663.98.3.567]
20. Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of educational psychology, 97(2), 184-196. https://psycnet.apa.org/doi/10.1037/0022-0663.97.2.184 [DOI:10.1037/0022-0663.97.2.184]
21. Mercader, J., Presentación, M., Siegenthaler, R., Molinero, V., & Miranda, A. (2017). Motivation and Mathematics Performance: A Longitudinal Study in Early Educational Stages. Revista de Psicodidáctica, 22(2), 157-163. [DOI:10.1016/j.psicoe.2017.05.008]
22. Muris, P., Meesters, C., & Fijen, P. (2003). The self-perception profile for children: Further evidence for its factor structure, reliability, and validity. Personality and individual differences, 35(8), 1791-1802. [DOI:10.1016/S0191-8869(03)00004-7]
23. Newcomb, M. D., Abbott, R. D., Catalano, R. F., Hawkins, J. D., Battin-Pearson, S., & Hill, K. (2002). Mediational and deviance theories of late high school failure: Process roles of structural strains, academic competence, and general versus specific problem behavior. Journal of counseling psychology, 49(2), 172-186. https://psycnet.apa.org/doi/10.1037/0022-0167.49.2.172 [DOI:10.1037/0022-0167.49.2.172]
24. Núñez, J., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: Differences among elementary, junior high, and high school students. Metacognition and Learning, 10(3), 375-406. [DOI:10.1007/s11409-015-9135-5]
25. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications. Prentice Hall. https://www.amazon.com/Motivation-Education-Theory-Research-Applications/dp/0130160091
26. Pomerantz, 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(3), 373-410.
https://doi.org/10.3102/003465430305567 [DOI:10.3102%2F003465430305567]
27. Procidano, M. E., & Heller, K. (1983). Measures of perceived social support from friends and from family: Three validation studies. American journal of community psychology, 11(1), 1-24. https://psycnet.apa.org/doi/10.1007/BF00898416 [DOI:10.1007/BF00898416]
28. Roksa, J., & Kinsley, P. (2019). The Role of Family Support in Facilitating Academic Success of Low-Income Students. Research in Higher Education, 60, 415-436. [DOI:10.1007/s11162-018-9517-z]
29. Roksa, J., & Deutschlander, D. (2018). Applying to college: The role of family resources in academic undermatch. Teachers College Record, 120(6), 1-30.
https://doi.org/10.1177/016146811812000601 [DOI:10.1177%2F016146811812000601]
30. Ryan, R. M., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-bein. American Psychologist, 55, 68-78. [DOI:10.1037/0003-066X.55.1.68]
31. Shen, B., Centeio, E., Garn, A., Martin, J., Kulik, N., Somers, C., & McCaughtry, N. (2018). Parental social support, perceived competence and enjoyment in school physical activity. Journal of Sport and Health Science, 7(3), 346-352. [DOI:10.1016/j.jshs.2016.01.003]
32. Shin, J., & Kim, M. S. (2018). Effects of intrinsic motivation and informative feedback in service-learning on the development of college students' life purpose. Journal of Moral Education, 47(2), 159-174. [DOI:10.1080/03057240.2017.1419943]
33. Silinskas, G., & Kikas, E. (2019). Math homework: Parental help and children's academic outcomes. Contemporary Educational Psychology, 59, 101784. [DOI:10.1016/j.cedpsych.2019.101784]
34. Sliwan, B. J. (2007). Socioeconomic status and academic achievement: A Meta analytic review of research 1990-2000. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. [DOI:10.3102%2F00346543075003417]
35. Taylor, Z. E., Conger, R., Robins, R. W., & Widaman, K. F. (2015). Parenting practices and perceived social support: Longitudinal relations with the social competence of Mexican-origin children. Journal of Latina/o psychology, 3(4), 193-208. [DOI:10.1037/lat0000038]
36. Urdan, T., & Pajares, F. (2002). Academic motivation of adolescents. IAP. https://eric.ed.gov/?id=ED471680
37. Usher, E. L., & Morris, D. B. (2012). Academic motivation. In Encyclopedia of the sciences of learning (pp. 36-39). Boston, MA: Springer. [DOI:10.1007/978-1-4419-1428-6_834]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
