Perceived Parental Expectations, and Academic Motivation: Mediating Role of Self- Determination Among College and University Students

Abstract

Students’ motivation is a significant phenomenon and in the current paper, the mediating role of self-determination between perceived parental expectations and academic motivation was explored. The sample was based on two kinds of students as college and university (N = 328) having an age range of 16-24 years as College students (M = 17.74, SD =.66) and University students (M = 21.39, SD =.74). The sample was recruited from Punjab by using purposive sampling strategy. A correlation with cross-sectional research design was espoused. The assessment measures were the Perception of Parental Expectations Inventory (Sasikala & Karananidhi, 2011), the Self-determination Scale (Sheldon & Deci, 1996), and Academic Motivation Scale (Wilkesmann, Fischer, & Virgillito, 2012) used to assess the study variables. The findings revealed that the academic motivation of the students was correlated with perceived parental expectations and self-determination. Concerning indirect effects, academic expectation had a significant indirect effect on intrinsic, introjected, and extrinsic motivation, through awareness of self. Personal expectation also had a significant indirect effect only on introjected motivation, through awareness of self. Implications of the findings for educational settings, parents, and organizational guidance are discussed in the context of Pakistan culture.