The contribution of school-related parental monitoring, self-determination, and self-efficacy to academic achievement

Gaetana Affuso, Dario Bacchini and Maria Concetta Miranda

The Journal of Educational Research, 2017, vol. 110, issue 5, 565-574

Abstract: The aim of this study was to examine the contribution of school-related parental monitoring (SR-PM), self-determined motivation, and academic self-efficacy to academic achievement across time. The authors hypothesized that SR-PM would affect academic achievement indirectly via its effects on self-determined motivation and academic self-efficacy beliefs. The participants were 501 adolescents (220 boys; 281 girls) in Grades 6 and 9 as well as their mothers and fathers. We carried out a 2-year, multi-informant study in which the authors assessed SR-PM (maternal and paternal reports), self-determined motivation and academic self-efficacy (self-report), and academic achievement (school records). The authors used structural equation model analysis to test the hypotheses. The analysis shows that SR-PM was positively associated with self-determined motivation and academic self-efficacy and that self-determined motivation and academic self-efficacy affected academic achievement. Furthermore, analyses of indirect effects showed that SR-PM influences academic achievement via its effects on self-determined motivation and academic self-efficacy.

Date: 2017
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Citations: View citations in EconPapers (3)

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DOI: 10.1080/00220671.2016.1149795

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