Perceived parenting styles, academic achievement and academic motivation A causal model

Based on the self-determination theory (SDT) the relationship between perceived parenting styles (involvement, autonomy-support, and warmth), academic motivation and academic achievement was investigated. In correlational design, 412 Iranian sophomore high school students were selected randomly and completed 2 scales: Academic Motivation Scale (AMS) and Perceptions of Parents Scale (POPS). Path analysis was used to analyze the data. Results indicated that perceived parenting styles had an effect on academic achievement through mediation of academic motivation. The parents’ autonomy-support perceived had an indirect and parents’ warmth perceived had a direct effect on academic achievement. The results suggested the importance of family context on motivation and academic achievement.