Parental Involvement, Motivation, and Academic Outcomes: A Structural Equation Modeling Approach

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Educator-Parent Engagement: Exploring Educational Outcomes (Table 11)

Abstract

This study, grounded in self-regulation theory, investigates how motivational factors (intrinsic, extrinsic, and self-efficacy) mediate the association between parental involvement (control-oriented and support-oriented) and academic outcomes. Additionally, it explores the moderating role of the school level in these relationships. Using mathematics homework as a focal point, data from 629 middle and high school students were analyzed via structural equation modeling. Results indicate that perceived parental support enhances intrinsic motivation and self-efficacy, while perceived parental control boosts extrinsic motivation. Moreover, perceived parental support positively correlates with homework completion and academic achievement through motivational pathways. Self-efficacy demonstrates a stronger association with academic outcomes compared to intrinsic motivation. Results highlight the critical role of parental involvement in fostering academic success and educational outcomes.

Authors

• Suleyman Avci, Marmara University

• Mustafa Özgenel, Istanbul Sabahattin Zaim University

• Mustafa CAKIR, Marmara University