The Relationship Between Perceived Parenting Style and Learning Motivation Based on the Mediating Role of Self-Efficacy Beliefs Among University Students

The present study aimed to examine the relationship between perceived parenting styles and students' learning motivation based on the mediating role of self-efficacy beliefs. This was a descriptive-correlational study using structural equation modeling (SEM). The statistical population consisted of all students of the Faculty of Psychology and Educational Sciences at the University of Isfahan during the first semester of the 2023–2024 academic year. Using convenience sampling, 320 questionnaires were distributed, of which 303 were valid for analysis. Data were collected using Baumrind’s Parenting Style Questionnaire, the Learning Motivation Questionnaire by Tuan et al. (2005), and the General Self-Efficacy Scale by Schwarzer and Jerusalem. Data analysis was conducted using SPSS-26 and AMOS. SEM results revealed that the authoritative parenting style had both direct and indirect positive effects on learning motivation (total effect = 0.192), while the permissive style had a negative effect (total effect = -0.107). The authoritarian style showed a direct positive but weak indirect effect (total effect = 0.180). Self-efficacy significantly mediated the relationship between parenting styles and learning motivation, as the authoritative style improved motivation through increased self-efficacy (indirect effect = 0.070). The findings indicate that the authoritative parenting style enhances learning motivation by reinforcing self-efficacy beliefs, whereas the permissive style hinders this process. Promoting authoritative parenting approaches and developing programs to boost self-efficacy in students can contribute to improving learning quality and educational outcomes.