IMPACT OF AUTONOMY SUPPORT ON SELF CONCEPT AND EDUCATIONAL ASPIRATION OF ADOLESCENTS

Abstract

The present study deals with the perception of autonomy support, self-concept and educational aspirations of adolescents. This study examined the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations of adolescents. Additionally, this study examined the moderating effect of personal and demographic variables on the relationship between parental autonomy support, teacher autonomy support, self-concept and educational aspirations. For this purpose the Perception of Parental Autonomy Support Scale, Learning Climate Questionnaire and Tennessee Self-Concept Scale were used to measure the constructs. The research was carried out in three phases. Phase-I dealt with translation of scales into Urdu. Phase-II was consisted of pilot testing (n= 220) and carried to determine the cross language validation and to establish the psychometric properties of all the three scales. Item total correlations and internal consistency was determined through alpha coefficients for all the three scales. Phase-III was main study conducted on the sample of 560 adolescents including boys (n=255) and girls (n=305) of age ranged from 13-18 years (M=16.37, S.D=1.39) from different government and private educational institutes. The findings revealed significant relationship of parental and teacher autonomy support with self-concept and educational aspirations of adolescents. The findings of multiple moderated regression and binary logistic regression revealed significant moderation of personal and demographic variables in relationship of parental autonomy support, teacher autonomy support with self-concept and educational aspirations of adolescents.