Psychosocial Factors of Academic Motivation

Abstract

This research study aims to examine the psychosocial factors of academic motivation among university students. These factors include parental autonomy support and psychological control while also studying the mediating effects of social competence and intentional self-regulation in the relationship between the study variables. Convenience sampling was used and around 253 students participated in this study. The measures used in this present study were Perceived Parental Autonomy Support Scale (P-PASS), Academic Motivation Scale (AMS-28), Social Competence for Higher Education Questionnaire, Intentional Self-regulation Scale. Research finding showed that parental autonomy support has a significant and positive relationship with social competence, academic motivation, and intentional self-regulation. Psychological control doesn’t predict academic motivation. There is a significant relationship of Academic motivation with social competence and intentional selfregulation. The t- test analysis also reveals that the ratio of academic motivation is higher among females than in males. The study has implications for parents, students, curriculum developers and educational institutes to familiarize themselves with the best parental involvement approaches for university students.