{"title":"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","authors":"Hamideh Abaszadeh , Malahat Amani , Tayebe Rahimi Pordanjani","doi":"10.1016/j.lmot.2024.101983","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>Motivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The relationship between motivational-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction\",\"authors\":\"Hamideh Abaszadeh , Malahat Amani , Tayebe Rahimi Pordanjani\",\"doi\":\"10.1016/j.lmot.2024.101983\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objective</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>Motivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.</p></div>\",\"PeriodicalId\":47305,\"journal\":{\"name\":\"Learning and Motivation\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-03-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Motivation\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0023969024000250\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, BIOLOGICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Motivation","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0023969024000250","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, BIOLOGICAL","Score":null,"Total":0}
The relationship between motivational-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction
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.
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.
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