ABSTRACT

Starting from a number of core concepts in the theoretical models of self-determination theory and self-regulated learning, and based on the results of empirical research, the relations between parental support of learning, behavioral engagement in school activities, strategy use and achievement were put into a complex predictive model that was tested. This study examined the effects of individual differences on parents’ autonomy support versus control on academic performance. The results showed that perceptions of parental support for learning involved two pathways: autonomy in learning and a controlled motivation pathway. The first pathway involved a positive relationship of parental autonomy support and autonomous motivation and indicated the importance of the effort and persistence as direct predictors of deep processing. Also, effort and persistence also acted as a mediator between the autonomous motivation and deep processing. The second pathway showed that controlled motivation had a positive effect on procrastination and students’ procrastination led to disorganization and implicit low academic performance. The conceptual model and subsequent findings established in this study provide clues for further theoretical development and practical applications concerning the mediating mechanism between parental support for learning and academic performance.

KEYWORDS: psychological control, autonomy, self-determinaton theory, autonomous / control motivation, deep / surfface processing, procrastination

PAGES:35-59