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An Examination of the Relations Among Teachers' and Parents' Psychological Support, Autonomous Motivation, and Academie Engagement in Technical Senior High School Students
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An Examination of the Relations Among Teachers' and Parents' Psychological Support, Autonomous Motivation, and Academie Engagement in Technical Senior High School Students
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An Examination of the Relations Among Teachers' and Parents' Psychological Support, Autonomous Motivation, and Academie Engagement in Technical Senior High School Students
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Journal Article
An Examination of the Relations Among Teachers' and Parents' Psychological Support, Autonomous Motivation, and Academie Engagement in Technical Senior High School Students
2024
Overview
This study aimed to examine the path models for the relationships among technical high school students' perceptions of teachers' and parents' psychological support, autonomous motivation, and academic engagement. A total of 1,101 tenth-grade students completed a self-report survey assessing the variables of interest. The results indicated that: (1) Both teachers' and parents' psychological support had direct effects on autonomous motivation. (2) Autonomous motivation had direct effects on academic engagement. (3) Autonomous motivation had indirect effects between teachers' and parents' psychological support and academic engagement. (4) The proposed model in this study fit the empirical data well. Implications for teachers, parents, and future research are discussed.
