Proceedings of the 9th International Academic Conference, Istanbul

PARENTING STYLES AND INTRINSIC MOTIVATION AMONG HIGH SCHOOL STUDENTS - DO PARENTING STYLES INFLUENCE MOTIVATION ORIENTATION OF HIGH SCHOOL STUDENTS?

ALIRIZA ARËNLIU, LINDA HOXHA, DASHAMIR BËRXULLI, LIRIDONA JEMINI-GASHI

Abstract:

The study investigated the relation of specific parenting (maternal) styles with the motivation orientation of 610 high school students from 6 regions of Kosovo. In the literature there is evidence that certain types of parenting styles and the motivation orientations of the students are related to the school success of the students. More specifically authoritative parenting style that is characterized with high demandingness and high responsiveness tends to be more positively associated with schools success and with intrinsic motivation compared to authoritarian and permissive parenting styles. Intrinsic motivation often refers to motivation of students " to know", to be oriented "toward accomplishment" and "experience stimulation" while learning. The results showed significant positive correlation between authoritative parenting style scores with intrinsic motivation orientation "to know"( r=.38, p<.001), with motivation toward accomplishment (r=.34, p<.001) and with motivation toward experience of stimulation( r=.36, p<.001) (similar findings were found for both genders). Other two types of parenting resulted with no significant correlation with intrinsic motivation subscales. School success of students was significantly positively correlated with authoritative parenting style (r=.16, p<.001) scores whereas negatively with other two types of parenting style.. Additionally we looked at the association of three subscale of intrinsic motivation separately as dependent variables with parenting styles using a linear regression model and the results were in line with existing literature where authoritative parenting style and school success was positively associated with intrinsic motivation. More specifically the regression analysis indicated that only authoritative parenting from three different parenting styles significantly predicted [β=.368, p<.001] scores of subscale for measuring intention to learn of intrinsic motivation F=35.39, p<.001, R2=.055. For the subscale measuring accomplishment as part of intrinsic motivation the regression analysis F=27.48, R2=.117 indicated both authoritative [β=.348, p<.001] and authoritarian [β =.70, p<.001] parenting styles to predict the accomplishment scores. The last model also indicated that authoritative parenting style predicted scores of "experience of stimulation" while learning [β =.322, p<.001] F=25.32, p<.001, R2=108. The findings are discussed in terms of relation of parental styles and intrinsic motivation and its implication for the education system, also the findings are discussed in terms of cross-cultural issues where authoritarian parenting might be considered as appropriate parenting style. Also findings are discussed on how teachers should deal with different parenting styles in educational context.

Keywords: parenting styles; motivation orientation; intrinsic motivation; school success

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