The relationship between academic motivation and success order, perceived parent support and success pressure in secondary students

The main purpose of this study is to determine the relationship between achievement orientation, perceived parental support for achievement and achievement pressure and academic motivation levels of secondary school students. The study was designed within quantitative research methodology. Relational survey design was used. Convenient sampling was preferred in the study. Data were collected face-to-face in the 2022-2023 academic year. Data were obtained with Likert-type scales from students studying in 3 secondary education institutions in Kaynarca district of Sakarya province. A total of 707 students constitute the sample. After the data were collected, they were analyzed with SPSS 25. Descriptive statistics, parametric difference tests, Pearson Correlation analysis and multiple regression were used to analyze the data. The findings of the study show that the achievement orientation of secondary school students is at a moderate level. Parental pressure for academic achievement is at a moderate level and parental support is close to high. Students' academic motivation is at medium level. There is a significant difference between students' achievement orientation and their gender, but there is no difference according to their parents' employment status. There is a significant difference between students' achievement orientation and having a study room and a computer at home, but there is no significant difference between students' achievement orientation and having internet at home. There is a significant difference between the attitudes of parents and students' achievement orientation. While there is no significant difference between students' grade level and achievement orientation, there is a significant difference between students' school type. There is a significant difference between students' perception of themselves as successful and their achievement orientation. There is a similar result between parents' perception of students as successful and achievement orientation. There is a significant difference between daily time allocated to study and achievement orientation. There is a significant difference between parental pressure and support for success and students' gender. There is no significant difference between parents' employment status and parental pressure and support for achievement. There is a significant difference between having a study room and parental support for achievement, but there is no significant difference between parental pressure for achievement. There is no significant difference between parental support and pressure for achievement and having a computer and internet. There is a significant difference between parental support and pressure for achievement and parents' attitudes. There is no significant difference between parental support and pressure for achievement and students' grade level, but there is a significant difference between parental support and pressure for achievement and school type. There is a significant difference between parental support and pressure for achievement and students' perception of themselves as successful and their families' perception of them as successful. There is a significant difference between parental support and pressure for achievement and the average daily time students allocate to study. There is no significant difference between academic motivation and students' gender. There is no significant difference between academic motivation and students' mothers' employment, while there is a significant difference between students' fathers' employment. There is no significant difference between academic motivation and having a study room, computer and internet. While there is a significant difference between academic motivation and the attitudes of students' mothers, there is no significant difference between the attitudes of their fathers. There is no significant difference between academic motivation and students' grade level and school type. There is a significant difference between academic motivation and the daily time students allocate for studying. There is a positive, medium level relationship between achievement orientation and parental support, while there is a low level, negative relationship between parental pressure and achievement orientation. There is a positive, moderate relationship between achievement orientation and academic motivation. There is a low level, positive relationship between parental support and academic motivation. Independent variables significantly explain the dependent variable.