Parenting Styles, Motivational Orientations, and Self-Perceived Academic Competence: A Mediational Model

A mediational model is examined that stipulates motivational orientations as mediators between parenting styles and self-perceived academic competence. Three separate pathways were hypothesized: authoritarian parenting leading to extrinsic motivation, authoritative parenting to intrinsic motivation,...

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Bibliographic Details
Published inMerrill-Palmer Quarterly Vol. 44; no. 1; pp. 1 - 19
Main Authors Leung, Patrick W. L., Kwan, Kim S. F.
Format Journal Article
LanguageEnglish
Published Detroit Wayne State University Press 01.01.1998
Subjects
Academic achievement
Academic Aptitude
Academic motivation
Adjustment
Adolescents
Authoritarianism
Authoritative Parenting
Child development
Children & youth
Educational incentives
Factor analysis
Families & family life
Family
Foreign Countries
High School Students
High Schools
Hong Kong
Knowledge acquisition
Longitudinal Studies
Mediating Factors
Motivation
Motivation (Psychology)
Motivation research
Outcomes of Education
Parent Attitudes
Parent Child Relationship
Parenting
Parenting Styles
Parents
Parents & parenting
Psychological aspects
Psychology
RESEARCH REPORTS
Self concept
Self Evaluation (Individuals)
Student Attitudes
Studies
Success
Teenagers
Hong Kong
United States
Hong Kong China
China
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Summary:A mediational model is examined that stipulates motivational orientations as mediators between parenting styles and self-perceived academic competence. Three separate pathways were hypothesized: authoritarian parenting leading to extrinsic motivation, authoritative parenting to intrinsic motivation, and neglectful parenting to amotivation. These different motivational orientations were in turn related to self-perceived academic competence. The participants of this study were 404 Grades 8 and 9 high school students of both sexes in Hong Kong. Testing by multiple regression and structural equation modeling largely confirmed our mediational model. One significant modification to the original model was an extra pathway from authoritarian parenting to amotivation, suggesting that the former had a more generalized negative impact on motivation.
ISSN:0272-930X
1535-0266