The relationship between motivational-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL Learning and Motivation Pub Date : 2024-03-13 DOI:10.1016/j.lmot.2024.101983

Hamideh Abaszadeh , Malahat Amani , Tayebe Rahimi Pordanjani

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Abstract

Objective

This study was conducted to investigate the relationship between motivational-cognitive variables and academic self-efficacy of students meditated by parent-teacher interactions and the parents’ educational expectations of high school students.

Methods

In this study, a correlation method was adopted. Using the cluster random sampling method, 329 high school students (165 females and 164 males) were selected. The path analysis and correlation coefficient were utilized for data analysis.

Results

The findings showed that intelligence beliefs, task value, and achievement goals were positively linked to academic self-efficacy. According to the results, teacher-student and mother-child interactions, as well as parental expectations of education play a significant mediating role in the relationship between motivational-cognitive variables and academic self-efficacy. The model proposed for motivational-cognitive variables and academic self-efficacy had a good fit with the mediating role of teacher-student and mother-child interactions, as well as parent’s expectations of education.

Conclusion

Motivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.

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以家长的教育期望、亲子互动和师生互动为中介的动机认知变量与学生学业自我效能感之间的关系

本研究的目的是通过家长与教师的互动以及家长对高中生的教育期望，探讨学生的动机认知变量和学业自我效能感之间的关系。采用整群随机抽样法，抽取了 329 名高中生（女生 165 名，男生 164 名）。结果研究结果表明，智力信念、任务价值和成就目标与学业自我效能感呈正相关。结果表明，师生互动、母子互动以及父母对教育的期望在动机认知变量与学业自我效能感的关系中起着重要的中介作用。结论：动机认知变量通过家长的教育期望和师生/母子互动影响自我效能感。

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.