Date of Conferral
2020
Degree
Doctor of Psychology (Psy.D.)
School
Psychology
Advisor
Jody C. Dill
Abstract
A lack of student skill acquisition has hindered students between the ages of 11 and 14, from being academically successful. In addition, parental authority (PA) has been shown to initiate or hinder the development of intrinsic motivation (IM) and autonomy-supportive behavior (ASB). Literature has shown that IM and self-autonomy positively predict academic achievement (AA). The purpose of this study was to determine whether academic intrinsic motivation (AIM) and autonomy-supportive behavior (ASB) mediate the relationship between PA and AA. The theoretical foundation was based on self-determination theory, which has previously been used to examine relationships between PA, IM, ASB, and AA. To date, however, no study has examined the relationship between PA and AA when AIM and ASB were mediators. Questionnaires were completed by 68 middle school students in the study. Regression analysis was used to quantitatively investigate the extent to which self-autonomy and AIM mediated the relationship between PA and AA. This study established the significant effect of AIM and ASB on the relationship between PA and AA. Results indicated that ASB mediated the relationship between PA and AA, however AIM did not. Findings of this study maybe used to enlighten educators, families, and school administrators about different parenting styles and their impact on the relationship between PA and AA.
Recommended Citation
Baldwin, Andy Andrew, "Autonomy-Supportive Behaviour and Academic Intrinsic Motivation as Mediators Between Parental Authority and Academic Achievement" (2020). Walden Dissertations and Doctoral Studies. 9047.
https://scholarworks.waldenu.edu/dissertations/9047
