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

Alhadabi, Amal; Aldhafri, Said; Alkharusi, Hussain; Al-Harthy, Ibrahim S.; Alrajhi, Marwa; AlBarashdi, Hafidha S.

doi:10.1080/02188791.2019.1575795

Cited by 22 publications

(21 citation statements)

References 69 publications

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“…Second, it was not possible to control the external factors that might have affected the respondents’ smartphone usage patterns due to the limited variables in the secondary data set. For example, parenting styles might have influenced the respondents’ smartphone learning as indicated in Alhadabi et al ( 2019 ). Similarly, school policies or classroom environments may have affected the amount of time the respondents spent on their smartphones.…”

Section: Discussionmentioning

confidence: 99%

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Yoon

Yun

2021

Asia Pacific Educ. Rev.

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As smartphones are emerging as a common device for adolescent, prior studies have provided theoretical and empirical evidence for the factors affecting adolescent smartphone use. However, mainstream research has tended to focus on the negative effects of smartphone. Even though smartphone use can have adverse outcomes, it may also allow students to engage in flexible mobile learning, gain access to important information about their possible future careers and achieve their personal goals. To fill this gap in adolescent smartphone usage, this study explored the smartphone usage patterns of adolescent subpopulations and the associations with their self-control, achievement goals, and academic achievements. Data were collected from 2341 s-year high school students as part of a larger longitudinal panel study. Three distinct smartphone usage profiles were identified in the latent profile analysis: learning, recreational use, and minimal use. Respondents with high perseverance were assigned to the learning group, and respondents with lower compliance and perseverance were assigned to the recreational group. The achievement goal score was found to be the highest in the learning group and lowest in the recreational group. Academic achievement was found to be higher in both the learning and minimal use groups than the recreational use group. Based on these findings, the implications of this study for research and practice are discussed.

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Section: Discussionmentioning

confidence: 99%

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Yoon

Yun

2021

Asia Pacific Educ. Rev.

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“… Fredricks et al (2004) stated that learning engagement included behavioral engagement, cognitive engagement, and emotional engagement. Previous studies have explored numerous relationships which can impact learning engagement, such as student self-efficacy ( Li and Bai, 2018 ), achievement goal orientation ( Dweck, 1986 ), psychological capital ( Ortega-Maldonado and Salanova, 2018 ; Sánchez Cardona et al, 2021 ), family socioeconomic status ( Randolph et al, 2004 ; Jing-Jing et al, 2021 ), parents’ anticipation, the parent–child relationship ( Newman et al, 1992 ), parenting styles ( Alhadabi et al, 2019 ), in-class learning resources ( Atmodiwirjo, 2013 ), and interpersonal relationships and support ( Ferguson-Patrick, 2020 ). As an intrinsic motivational factor, researchers have more recently began to explore the relationship between social belief and learning engagement from the perspective of social cognition in recent years ( Xie et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Social Mobility Belief and Learning Engagement in Adolescents: The Role of Achievement Goal Orientation and Psychological Capital

et al. 2022

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ObjectiveTo explore the relationship between adolescents’ social mobility belief and their learning engagement, as well as the mediating effect of achievement goal orientation and the moderating effect of psychological capital.MethodA sample of 895 adolescents from Hunan, Jiangxi, Hainan, Henan, and Guangdong provinces were assessed using the social mobility belief questionnaire, the achievement goal orientation questionnaire, the adolescents’ psychological capital questionnaire, and the adolescents’ learning engagement questionnaire.ResultsFirst, adolescents’ social mobility belief was positively related to their learning engagement (r = 0.481, p < 0.01); Second, the two achievement goal orientations-mastery goal orientations and performance goal orientations-had mediating effects between social mobility belief and learning engagement (r = 0.603, p < 0.01; r = 0.367, p < 0.01); Third, the relationship between achievement goal orientation and learning engagement was regulated by psychological capital. Adolescents with high psychological capital had higher learning engagement (r = 0.684, p < 0.01).ConclusionAdolescents’ social mobility belief can directly affect their learning engagement, and it can also indirectly affect their learning engagement through achievement goal orientation moderated by their level of psychological capital. Our findings highlighted the importance of providing adolescents with guidance in setting up positive social values and definitions of success while stimulating their psychological capital as a part of the teaching process.

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“…Research done by Raxsa, Yatno and Wardani (2018) about the influence of the social environment and parenting styles on the moral of Buddhist adolescents in Ponggok subdistrict, Blitar regency, concluded that parenting has an influence on adolescent morale by 0.170 (17%). Another study was conducted on 296 adolescents in grades 7-11 in the country of Oman by (Alhadabi, 2019) states that the Path Analysis results show that the three simultaneously relate with the moral intelligence of adolescents with the effect reaching 51.8%.…”

Section: The Influence Of Parenting Styles On Social Ethics Of Students At Vihara Dewi Kwan Im Kayong Utara High School In 2020mentioning

confidence: 99%

The influence of parenting styles and thematic learning on the ethical relationship of Buddhist Sunday School students

Sarono¹

2021

sjebs

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The aims of this research are that to determine the influence of parenting styles and thematic learning on the ethical relationship of Buddhist Sunday School students. Employing correlational qualitative research, this research was conducted at the Vihara Dewi Kwan Im Kayong Utara Buddhist Sunday School with 25 samples aged 12-18 years old. Determination of the sample in this study using non-probability sampling with saturated sample technique because the number of samples is below 30. Data collection is done by using a questionnaire technique. The collected data were analyzed sequentially with the prerequisite test for data analysis, descriptive analysis, classical assumption test, multiple linear regression test and effective contribution analysis. The results of the study show that: (1) parenting style has an influence on the ethical relationship of Buddhist Sunday School students with a significance of 0.004 and a tcount of 3.269 and is effective at 27.8 %; (2) thematic learning on friendship has an influence on the ethical relationship of students with a significance of 0.015 and tcount of 2.642 and effective reaching 18.9%; and (3) parenting style and thematic learning on friendship simultaneously have an influence on the ethical relationship with a significance of 0.001 and Fcount of 9,645 and R2 of 46.7%, which means that they are in the sufficient category. Based on the results of this study, the contributions of this study are to give beneficial awareness of appropriate parenting styles and the thematic learning on the ethical relationship for teenagers.

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

Cited by 22 publications

References 69 publications

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

The Relationship Between Social Mobility Belief and Learning Engagement in Adolescents: The Role of Achievement Goal Orientation and Psychological Capital

The influence of parenting styles and thematic learning on the ethical relationship of Buddhist Sunday School students

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