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Perceived parenting styles, academic achievement, and life satisfaction of college students: the mediating role of motivation orientation

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Abstract

Using the perspective of self-determination theory, we examined college students’ motivation orientation as a mediator of the relationship between parenting style and life satisfaction or GPA. The sample was drawn from a medium size university in the northeast of the USA (N = 432). While controlling for gender, age, and ethnicity, we used structural equation modeling and found that all three motivation types (intrinsic, extrinsic, and amotivation) act as partial mediators of the relationship between authoritative parenting and life satisfaction, whereas amotivation acts as a partial mediator of the relationship between authoritarian parenting and life satisfaction. Although we did not find support that motivation types act as mediators between perceived parenting style and GPA, we did find that the external and the introjected motivations, as well as the intrinsic motivation to know significantly and negatively correlate with GPA, whereas the identified extrinsic motivation and the intrinsic motivation to accomplish significantly and positively correlate with GPA. Our results imply that both perceived parenting style and motivation types are important and inter-related factors for the wellbeing and performance of college students.

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Notes

  1. We should note that two other parenting styles can be defined along the responsive/demanding axis. Rejecting-neglecting parents are low in both demandingness and responsiveness. Because this parenting style is less frequently observed and measured (Waterman and Lefkowitz, 2017), we do not consider it in this paper. Permissive parents (low in demandingness and high in responsiveness) often are very lax in their expectations of their children and tend to tolerate misbehavior. Although they can be emotionally warm, they generally provide little behavioral guidance for their children. Because in our data sample the permissive parenting construct had low factor loadings and low internal consistency, we do not focus on it in this paper.

  2. Recall that there are 4 sub-types of extrinsic motivation along the self-determination continuum. However, according to Vallerand et al. (1992), Integrated regulation did not distinguish itself from Identified regulation and thus, it was not included in the AMS.

  3. We did consider combining all three motivation types—i.e., amotivation, and intrinsic and extrinsic motivation (as two-level hierarchical constructs)—as three mediator variables in a larger SEM model, but this larger model only had mediocre fit, so we do not report it here; however, the results of the combined SEM model were consistent with the results of the separate models we include in the paper.

  4. We also verified the significance of the partial mediation via a bootstrap estimated, bias-corrected, and two-tailed p value (Mallinckrodt et al. 2006); this method yielded a p value of .01 for the effect of intrinsic motivation on life satisfaction, .018 for the effect of extrinsic motivation on life satisfaction, and .006 for the effect of amotivation on life satisfaction.

  5. As with the authoritative parenting models, we verified the significance of the partial mediation via a bootstrap method, which yielded a two-tailed p value of .002 for the effect of amotivation on life satisfaction.

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  1. Managemenet Department, Bentley University, Waltham, MA, USA

    Euthemia Stavrulaki

  2. Mathematical Sciences Department, Bentley University, Waltham, MA, USA

    Mingfei Li

  3. Bentley University, Waltham, MA, USA

    Juhi Gupta

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Table 5 Summary of key findings from prior work and comparisons with this paper for the population of college students
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Stavrulaki, E., Li, M. & Gupta, J. Perceived parenting styles, academic achievement, and life satisfaction of college students: the mediating role of motivation orientation. Eur J Psychol Educ 36, 693–717 (2021). https://doi.org/10.1007/s10212-020-00493-2

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