Developing a Model of Academic Responsibility and Self-efficacy Based on Family Communication Patterns with the Mediating Role of Parenting Styles

The current study was conducted with the purpose of developing a model of academic responsibility and self-efficacy based on family communication patterns with the mediating effect of perceived parenting styles among students using a non-experimental method of correlation and path analysis. The statistical population included all secondary school male students of the 14th , 13th and 15th districts of Tehran in the academic year of 1400, and 410 of them were selected by multi-stage cluster sampling and entered the research. Research data were collected by using the questionnaires of California psychological responsibility, Morgan and Jinks' academic self-efficacy, McClun and Merrell's perceived parenting styles, and Ritchie and Fitzpatrick's revised questionnaire of communication patterns. The findings showed that responsibility had a significant relationship with authoritarian parenting style, but it did not have a significant relationship with permissive and authoritarian styles. Furthermore, communication patterns of dialogue and conformity had a positive relationship indirectly with responsibility. Academic self-efficacy had a positive relationship indirectly with the conversational communication and conformity patterns and directly with the authoritarian parenting style. In the end, the direct relationship between permissive parenting style and authoritarian parenting style with academic self-efficacy was not significant. Therefore, communication patterns with the mediating role of parenting styles justify 38% of responsibility and 25% of academic self-efficacy.