Parental respect motivation as a factor in the internalization of educational values within academic motivation: a comparative study of Russian and Arab adolescents

Context and relevance. Academic motivation is considered one of the key predictors of learning success, persistence in educational activity, and students’ psychological well-being. Within self-determination theory, motivation is understood as a multidimensional system of regulatory processes developing through the internalization of social values. Particular interest is given to parental respect motivation, reflecting students’ striving to meet parental expectations and maintain positive relationships with significant others. From the perspective of cultural-historical psychology, this type of motivation may be interpreted as a result of the transformation of social interaction into internal mechanisms of self-regulation (Vygotsky, 1983). Objective. To examine the role of parental respect motivation in the structure of academic motivation among adolescents and to identify its associations with intrinsic motivation, achievement motivation, self-worth motivation, and introjected regulation across different cultural contexts. Hypothesis. It was assumed that parental respect motivation would demonstrate stronger associations with introjected regulation and self-worth motivation than with intrinsic motivation. Cultural differences between Russian adolescents and Arab adolescents living in Israel were also expected, as well as age-related differences in the strength of these relationships. Methods and materials. The study involved adolescents aged 13–16 from educational institutions in the Russian Federation and Israel. The younger age group included students aged 13–14 (N = 333), and the older group included students aged 15–16 (N = 383). Academic motivation was assessed using the Academic Motivation Scales for School Students (AMS-S) (Gordeeva, Sychev, Gizhitsky, Gavrichenkova, 2017). Group differences were analyzed using the Mann–Whitney U test, and relationships between variables were examined using Spearman correlation analysis. Results. Arab adolescents demonstrated higher levels of achievement motivation, self-development motivation, self-worth motivation, introjected regulation, and parental respect motivation compared to Russian adolescents in the younger age group (13–14 years). In the older age group (15–16 years), group differences remained significant mainly for introjected regulation and parental respect motivation. Parental respect motivation showed consistent associations with introjected regulation (r = 0,309–0,550) and self-worth motivation (r = 0,357–0,595), while its association with intrinsic motivation was weak (r = 0,039–0,358). Conclusions. Parental respect motivation may be considered a culturally mediated mechanism of internalization of educational values associated with controlled forms of academic self-regulation. The findings contribute to a more precise understanding of the structure of academic motivation in adolescence and highlight the role of family context in motivational development.

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