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Modelling parenting styles, moral intelligence, academic self-efficacy and learning motivation among adolescents in grades 7-11

[Abstract] 
Type Article
ISSN 02188791
information source ERIC
Author Alhadabi, Amal. College of Education, Health, and Human Services- School of Foundations, Leadership, and Administration, Kent State University, Kent, Ohio, USA.
Second author Aldhafri, Said. Department of Psychology, College of Education, Sultan Qaboos University, Muscat, Oman.
Alkharusi, Hussain. Department of measurement and evaluation in Psychology, College of Education, Sultan Qaboos University, Muscat, Oman.
al-Harthy, Ibrahim S. Department of Psychology, College of Education, Sultan Qaboos University, Muscat, Oman.
Alrajhi, Marwa. Sultan Qaboos University, Muscat, Oman.
AlBarashdi, Hafidha. Research Council, Muscat, Oman.
Pages pp. 133-153
General Note Peer reviewed
Source Asia Pacific Journal of Education. Vol. 39, no. 1, 2019
Publisher Philadelphia: Routledge، 2019
Publisher address Taylor & Francis, Ltd. 530 Walnut Street Suite 850. Philadelphia, PA 19106. United States. Routledge. T: 0018003541420 T:0012156258900. F: 0012152070050. http://www.tandf.co.uk/journals.
ERIC document no. EJ1211163
Descriptors Parents  -  Student motivation  -  Adolescents  -  Correlation  -  Middle school students  -  Secondary school students  -  Moral values  -  Intelligence  -  Oman
Language of document English
Country United States
The current study investigated the associations between three maternal and paternal parenting styles, moral intelligence, academic self-efficacy and learning motivation in three serial mediation models. Omani adolescents enrolled in 7th to 11th grades (N = 296) responded to an online survey containing demographic items and scales measuring the variables noted above. Results of Path Analysis indicated that the three models had a good overall fit. In detail, the three paternal styles (authoritative, authoritarian and permissive) had direct associations with moral intelligence and indirect associations with learning motivation. However, only two maternal parenting styles (i.e., authoritative and authoritarian) correlated directly with learning motivation and these two styles did not associate with moral intelligence. All effects were in the hypothesized direction except the effect of authoritative maternal and paternal styles. Moral intelligence had a positive direct correlation with students' academic self-efficacy and learning motivation. Moral intelligence also mediated the negative associations between three types of fathers' parenting styles and students' motivation. Academic self-efficacy had a positive association with students' motivation. These findings provided useful insights about the various association between external factors (e.g., parenting styles), internal factors (i.e., moral intelligence and self-efficacy) and students' motivation among adolescents in middle and high schools. (As Provided)

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Alhadabi, Amal. (2019). Modelling parenting styles, moral intelligence, academic self-efficacy and learning motivation among adolescents in grades 7-11 . Asia Pacific Journal of Education. Vol. 39, no. 1, 2019. pp. 133-153 Retrieved from search.shamaa.org