The Role of Self-efficacy, Emotional Intelligence and Parenting Styles in Anticipating Academic Achievement Motivation of High School Females

Subject Areas : Educational

Nayere Parishany ¹ , Sohrab Abdi Zarrin ²

1 - کارشناسی ارشد مشاوره، دانشگاه اصفهان، اصفهان، ایران
2 - عضو هیأت علمی دانشگاه قم، قم، ایران

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2017-10-17

Keywords: Self-efficacy, High school female students, Parenting styles, Emotional intelligence, academic achievement motivation,

Abstract :

The purpose of the study was to explore the role of self-efficacy, emotional intelligence and parenting styles in predicting academic achievement motivation of high school female students. The research was descriptive and correlational. The population consisted of all high school girls in Isfahan. The sample under scrutiny was 200 female high school students, chosen randomly using a cluster-multiphasic method from among 2 high schools in educational districts 4 and 5 in Isfahan. The questionnaires for self-efficacy (sherer et al, 1982), emotional intelligence (Petrides & Furnham, 2002) and academic development motivation (Vallerand & Bissonnette, 1992) were completed by the students and parenting styles (Baumrind, 1988) questionnaire was completed by their mothers. A stepwise regression analysis and a correlation test were employed in data analysis. The results showed that from individual and family factors the authoritative style, self-efficacy and emotional intelligence were significant predictores of academic development motivation (ρ<0.01). Meanwhile, authoritarian and permissive styles did not have significant predictive role in academic achievement motivation. The results, generally, show that parenting styles, self-efficacy and emotional intelligence can affect the academic performance of students.

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