TY - JOUR
T1 - Modelling parenting styles, moral intelligence, academic self-efficacy and learning motivation among adolescents in grades 7–11
AU - Alhadabi, Amal
AU - Aldhafri, Said
AU - Alkharusi, Hussain
AU - Al-Harthy, Ibrahim
AU - Alrajhi, Marwa
AU - AlBarashdi, Hafidha
N1 - Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2019
Y1 - 2019
N2 - The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools.
AB - The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students’ academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers’ parenting styles and students’ motivation. Academic self-efficacy had a positive association with students’ motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students’ motivation among adolescents in middle and high schools.
KW - Learning motivation
KW - academic self-efficacy
KW - adolescents
KW - moral intelligence
KW - paternal and maternal parenting styles
UR - http://www.scopus.com/inward/record.url?scp=85062358302&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85062358302&partnerID=8YFLogxK
U2 - 10.1080/02188791.2019.1575795
DO - 10.1080/02188791.2019.1575795
M3 - Article
AN - SCOPUS:85062358302
SN - 0218-8791
VL - 39
SP - 133
EP - 153
JO - Asia Pacific Journal of Education
JF - Asia Pacific Journal of Education
IS - 1
ER -