Академична мотивация при юноши: ролята на родителската подкрепа за автономността, психологическото благополучие и проблемната употреба на интернет
Academic motivation in adolescents: the role of parental autonomy support, psychological well-being, and problematic internet use

Summary/Abstract: The present study examines the associations among perceived parental autonomy support, psychological well-being, problematic Internet use, and academic motivation in adolescents. The sample consisted of 365 students in grades 9 through 11. Participants completed the Academic Motivation Scale (Vallerand et al., 1992), Ryff’s Psychological Well-Being Scale (Ryff, 1989; Garcia et al., 2023), the Perceived Parental Autonomy Support Scale (Mageau et al., 2015), and the Problematic Internet Use Questionnaire (Demetrovics et al., 2004, 2008; Koronczai et al., 2011). Data were analyzed using internal consistency analysis, principal component analysis, and mediation analyses. The results demonstrated acceptable to high internal consistency across all measures, alongside partial discrepancies between the empirically identified and original factor structures. Mediation analyses revealed statistically significant indirect effects. Specifically, the "Neglect" dimension of problematic Internet use was associated with lower intrinsic academic motivation through Purpose in Life and Positive Psychological Functioning, whereas perceived parental autonomy support was associated with higher intrinsic academic motivation through Positive Psychological Functioning. These findings highlight the importance of psychological functioning and social context in understanding academic motivation during adolescence.

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