Does family motivation make a difference for management educators? An empirical study

Purpose The present study attempts to extend our understanding of the application of self-determination theory. The study examines the mediating role of self-efficacy and self-esteem in the relationship between family motivation and academic performance. Design/methodology/approach Through adopting a survey questionnaire, we collected 329 responses from management educators (faculty members teaching in business schools) from various universities. Findings The data were analyzed using the partial least square structural equation modeling technique. All the hypothesized relationships found empirical support, indicating that family motivation is directly related to academic performance. Furthermore, self-efficacy and self-esteem mediate this direct relationship. Originality/value The paper forwards robust theoretical and practical implications and underlines important directions for future researchers. The study makes novel contributions to relationships inviting for empirical attention.