Effect of Parent and Teacher Relatedness Support on Academic Motivation of Middle School Children

Abstract

Abstract Based on self-determination theory framework, this study examined (a) individual effects of teacher relatedness support and parent relatedness support and (b) the additive and interaction effect of these supports on academic motivation of middle school students. Using linear, stepwise, and hierarchical regression, results exhibited presence of significant individual, additive, and interaction effects between the variables. The results may be helpful in creating awareness among parents and teachers regarding the importance of relatedness support in satisfying emotional needs of children and enhancing motivation.