The mediating role of future orintation in the relation between perceived competence, teacher motivational support and academic motivation

In this study, the mediating role of future orientation in the relationship between high school students' perceived competence, teacher motivational support and academic motivation was examined. The research was carried out on 1414 high school students studying at the ninth, tenth, eleventh, and twelfth grades in 16 high schools in Science, Anatolia, Vocational and Technical Anatolian and Imam Hatip Anatolian types in Osmaniye city center and Kadirli district. Of the participants with an average age of 15.78, 944 (66.8%) were girls and 470 (33.2%) were boys. In the research, the data on the academic motivation of the students was "Academic Motivation Scale" (Çakır, 2006), the data on the perception of efficacy was the "Perceived Competence Scale" (Özer, Gençtanırım Kurt, Kızıldağ, Demirtaş Zorbaz, Arıcı Şahin, Acar, and Ergene, 2016), teacher motivational support. Data on the "Teacher Motivational Support Scale" (Güvenç, 2015), data on future orientations were obtained using the "Future Visions Scale" (Akça, Korkmaz, and Alkal, 2018), and data on personal information was obtained using the "Personal Information Form" prepared by the researcher. The collected data were subjected to mediation analysis using correlation analysis and Process Macro 4.1. As a result of the research, perceived competence, teacher motivational support and future orientation were found to be positive with the intrinsic and extrinsic motivation dimensions of academic motivation; at a significant level in the negative direction with the amotivation dimension; It has been determined that future orientation has a positive and significant relationship with the perceived competence and teacher motivational support. As a result of the mediation analysis, the future orientation; medium between perceived competence and intrinsic motivation, high between perceived competence and amotivation, high between teacher motivational support and intrinsic motivation, moderate between teacher motivational support and extrinsic motivation, and a high level of mediation between teacher motivational support and amotivation; It was found that it did not play a mediating role in the relationship between perceived competence and extrinsic motivation. The results were discussed within the framework of the literature findings and suggestions were presented. Keywords: Academic motivation, perceived competence, teacher motivational support, future orientation.