The Impact of Parental Expectations and Teacher Support on Student Motivation: The Mediating Role of Academic Self-Efficacy

Abstract

The primary objective is to explore how parental expectations influence student motivation and how teacher support contributes to students’ drive for academic success. Additionally, the study examines the extent to which academic self-efficacy mediates the relationship between parental expectations, teacher support, and student motivation. A quantitative research design was employed, grounded in a positivist research philosophy. The population for this study comprised students enrolled at Thal University, Bhakkar, with a total population size of approximately 6,000 students. A sample size of 300 students was selected using a simple random sampling technique to ensure unbiased representation. Data were collected using a structured survey questionnaire. Statistical analysis was carried out using SPSS and Smart PLS-SEM. The findings of the study reveal significant positive relationships between the variables. The study highlights that academic self-efficacy acts as a critical mediator, strengthening the relationship between parental expectations, teacher support, and student motivation. Students with strong self-efficacy are more likely to exhibit higher levels of motivation and achieve better academic outcomes. This research underscores the importance of fostering both parental involvement and teacher support to improve students' confidence in their abilities and drive for success