Volume 9, Issue 43 (12-2021)
2021, __(43): 219-315 |
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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: (8551 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
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