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.

Table 3

Correlation matrix (Arab adolescents 13—14 years)

Note: «*» — p ≤ 0,05; «**» — p ≤ 0,01 (two-tailed).

Table 4

Correlation matrix (Arab adolescents 15—16 years)

Note: “*” — p ≤ 0.05; “**” — p ≤ 0.01 (two-tailed).

Table 5

Correlation matrix (Russian adolescents 13—14 years)

Note: “*” — p ≤ 0,05; “**” — p ≤ 0,01 (two-tailed).

Table 6

Correlation matrix (Russian adolescents 15—16 years)

Note: “*” — p ≤ 0,05; “**” — p ≤ 0,01 (two-tailed).

Discussion

The findings of the present study clarify the role of parental respect motivation within the structure of adolescents’ academic motivation from the perspectives of self-determination theory and cultural-historical psychology. In line with the initial hypotheses, parental respect motivation demonstrated stronger associations with Introjected Motives and Self-Worth Motivation than with Cognitive Motivation. This suggests its association with controlled forms of self-regulation, in which internal standards of self-evaluation are shaped under the influence of perceived social expectations (Ryan, Connell, 1989; Ryan, Deci, 2000).

The findings may be interpreted within the framework of self-determination theory as a manifestation of Introjected Motives, in which external social demands, including parental expectations, become partially internalized and are subsequently experienced as internal obligations of the student.

In the present study, parental respect motivation is conceptualized as a form of Introjected Motives located at the boundary between external and internal motivation and reflecting the partial internalization of social norms.

From the perspective of self-determination theory, Introjected Motives represent partially internalized forms of motivation in which activity is maintained through the desire to preserve positive self-evaluation or avoid feelings of guilt and shame (Ryan, Connell, 1989; Assor et al., 2009). The stable association of parental respect motivation with Introjected Motives and Self- Worth Motivation indicates that orientation toward parental expectations becomes an internal criterion for evaluating one’s own academic success. Its relatively weak association with Cognitive Motivation suggests that striving to meet parental expectations is not necessarily accompanied by a strong interest in the content of academic activity itself. This interpretation is consistent with the distinction between autonomous and controlled forms of motivation (Deci, Ryan, 1985; Ryan, Deci, 2020).

Within the framework of cultural-historical psychology, the identified patterns reflect the process of internalization of social relations, whereby external demands from significant adults are transformed into internal mechanisms of self-regulation (Vygotsky, 1983). Parental expectations, as part of the adolescent’s social situation of development, acquire personal significance and become incorporated into the structure of self-evaluation (Bozhovich, 1968; Leontiev, 1975). Thus, parental respect motivation may be understood as a specific mechanism of internalization of educational values that develops within family relationships and supports academic activity through internal standards of self-evaluation.

The observed cultural differences confirm that the role of family expectations in the structure of academic motivation depends on the sociocultural context. Higher levels of parental respect motivation and Introjected Motives among adolescents of Arab origin in the younger age group, compared to Russian adolescents, indicate a stronger orientation toward meeting family expectations as a source of regulation of academic activity. These findings are consistent with cross-cultural studies demonstrating that the structure of academic motivation and the significance of basic psychological needs may vary across cultural contexts (Chen et al., 2015; Vasquez et al., 2023).

These differences may be explained by the sociocultural context in which adolescents’ academic motivation develops. Higher levels of Achievement Motivation, Self-Worth Motivation, and Introjected Motives among Arab students reflect the increased significance of family expectations and intergenerational obligations within the structure of social relations. In a number of cultural contexts, educational achievement is viewed not only as an individual accomplishment but also as an indicator of family success as a whole, thereby strengthening the role of parental expectations as a source of regulation of academic activity (Chen et al., 2015).

From a cultural-psychological perspective, these differences are associated with a pronounced orientation toward interdependence and the maintenance of significant relationships with adults. Under such conditions, academic activity becomes a means of confirming adolescents’ social responsibility and maintaining a positive family identity. Parental expectations function as normative guidelines shaping adolescents’ perceptions of appropriate effort and educational achievement (Ryan, Deci, 2000).

An additional factor is the social significance of education as a resource for social mobility, which strengthens the role of controlled forms of regulation of academic activity (Ryan, Deci, 2020). As a result, the desire to meet family expectations is transformed from an external demand into an internal standard incorporated into the system of self-evaluation (Assor et al., 2009).

The reduction of intercultural differences in the older age group appears to be associated with age-related changes in the structure of self-regulation. As adolescents mature, personal goals and interests become increasingly important, leading to a relative decline in the significance of external reference points, including parental expectations. This trend reflects general developmental patterns of motivation during adolescence (Gnambs, Hanfstingl, 2016; Froiland, Worrell, 2020).

The stable associations between parental respect motivation and Self-Worth Motivation across both age groups further confirm its integration into adolescents’ self-evaluative system. In this context, academic activ ity functions as a means of maintaining a positive perception of one’s competence in relationships with significant adults (Ryan, Deci, 2000). Such a mechanism is consistent with the idea that the internalization of social expectations is accompanied by the formation of internal standards of self-evaluation related to beliefs about appropriate behavior and success (Bozhovich, 1968).

Thus, parental respect motivation represents a culturally mediated component of the structure of academic motivation predominantly associated with controlled forms of regulation of academic activity. The findings expand current understanding of the mechanisms through which educational values become internalized and emphasize the central role of the family context in the development of motivational processes during adolescence (Deci, Ryan, 2000; Ryan, Deci, 2020).

Future research perspectives are associated with a more detailed analysis of the mechanisms of internalization of motivation across different cultural contexts using psychometric approaches to the assessment of measurement invariance.

Conclusion

The findings of the present study make it possible to clarify the position of parental respect motivation within the structure of adolescents’ academic motivation and to conceptualize this type of motivation as a specific form of regulation of academic activity associated with the internalization of socially mediated expectations. Unlike Cognitive Motivation, which reflects interest in the content of academic activity, parental respect motivation demonstrates stronger associations with Introjected Motives and Self-Worth Motivation, indicating its connection with mechanisms of self-evaluative regulation.

The results suggest that parental respect motivation occupies an intermediate position between External Negative Motives and Introjected Motives. Although this motive originates from a social source, its regulatory function is realized through internalized standards of self-evaluation. This makes it possible to conceptualize this type of motivation as a relationally mediated mechanism of self-regulation of academic activity that develops through adolescents’ interactions with significant adults.

The comparative analysis of Russian adolescents and adolescents of Arab origin living in Israel demonstrated that differences between the groups are manifested primarily in the components of controlled motivation, whereas the level of Cognitive Motivation appears comparable across cultural contexts. These findings suggest that cultural characteristics primarily influence the ways in which academic achievement is interpreted and incorporated into the system of personal values, rather than the level of cognitive interest itself.

Age-related differences indicate a possible developmental dynamic in the role of social expectations within the structure of academic motivation. More pronounced differences during early adolescence may reflect the greater significance of family-related factors in the formation of standards of self-evaluation at this stage of development. In older adolescence, the structure of academic motivation becomes more homogeneous, which may reflect the gradual expansion of sources of self-regulation and the increasing autonomy of adolescents.

From a theoretical perspective, the findings refine current understanding of the structure of academic motivation by demonstrating that external motivation is not a homogeneous category and may include different forms of internalization depending on the source of social expectations.

The practical significance of the study lies in the possibility of conducting a more differentiated analysis of the sources of adolescents’ academic motivation and in considering the role of family expectations in the development of educational strategies aimed at supporting academic engagement.

Overall, the findings allow parental respect motivation to be considered a specific pathway through which educational values become internalized, the significance of which may vary depending on cultural context and developmental characteristics.

Limitations. Limitations of the study are related to the correlational design, which does not allow conclusions about causal relationships between components of academic motivation. In addition, the data are based on self-reports, which may limit the accuracy of the assessment of motivational processes.

The sample of Arab adolescents was recruited in educational institutions in Israel, which may limit the generalizability of the results to other Arab cultural contexts. The Russian sample was collected from a single educational institution, whereas the Arab sample included students from several schools, which may also limit generalizability.

Measurement invariance across the Russian and Arab samples was not tested, which limits the possibility of direct comparison of the factor structure of academic motivation across cultural groups.

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