The Relationships among the Perceived Parenting Styles, Academic Motivation and Academic Achievement in High School Students



 The aim of the present study was to investigate the relationships among perceived parenting styles (involvement, autonomy-support, and warmth), academic motivation and academic achievement. 337 Junior high school students (177 males and 160 females) were selected with multi-stage random sampling in Bojnourd. Then they completed 2 scales: the “Academic Motivation Scale” (AMS), and the “Perception of Parents Scale” (POPS). Multiple regressions were used to analyze the data. In sum, the results indicated that maternal involvement and father’s warmth predicted intrinsic motivation, identical regulation and academic achievement subscales. Father’s support of autonomy predicted intrinsic motivation for understanding and for experiencing stimulation and academic achievement. However, maternal support of autonomy, maternal warm behavior and father’s involvement can not predict the academic motivation and academic achievement. Mother’s and father’s parenting styles had different effects on males and females.