The Mediating Role of Goal Orientation, Parental Participation, and Self-Regulation in the Relationship between Child Rearing
Practices and Students’ Motivation to Learn
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M. Amaani , O. Saadatyaar , J. Mohammadzaadeh |
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Abstract: (515 Views) |
To help students improve their performance at school, the relationship between a complex set of factors need to be studied among which goal orientation, parental participation, and self-regulation loom large especially when considering the relationship between parents’ child rearing methods and students’ motivation to learn. To do this study, a cluster sample of 275 female high school students in Bojnord was selected and given a set of questionnaires on above-mentioned constructs. Data analyses show a negative correlation between parental control and responsiveness on the one hand and externally sourced motivation, while internally sourced motivation is positively correlated to self-regulation, parental participation in school activities, and achievement goals. The results of path analysis indicate that parental control and responsiveness impact students’ motivation to learn through parental participation and self-regulation strategies. Results also indicate that parental participation impacts motivation through self-regulation and goal orientation. The controlling and responsive parents who participate in school activities help their children’s goal orientation through modeling and validating self-regulated learning strategies, which in turn affects their motivation to learn. |
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Keywords: parental control, parental responsiveness, learning motivation, achievement goals, self-regulation strategies |
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Full-Text [PDF 524 kb]
(144 Downloads)
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Type of Study: Research |
Subject:
Special Received: 2021/01/6 | Accepted: 2021/07/16 | Published: 2024/02/19
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