The Mediating Role of Intrinsic Motivation in the Relationship Between Family Socioeconomic Status and Academic Achievement Among Lower Secondary School Students

Socioeconomic status is an important determinant of students’ educational opportunities and academic outcomes. However, the psychological mechanisms that explain how family socioeconomic conditions influence academic achievement require further investigation. This study examined the mediating role of intrinsic motivation in the relationship between family socioeconomic status and academic achievement among lower secondary school students. A quantitative, correlational design based on Structural Equation Modeling was used. The participants were ۳۸۴ students in grades ۷ to ۹, selected through multistage stratified random sampling. Data were collected using a family socioeconomic status index, the intrinsic motivation subscale of the Academic Motivation Scale, and students’ official cumulative grade point averages. Information concerning parental education and occupation was verified, where available, through school enrollment records and parental registration forms. The proposed model was tested using confirmatory factor analysis, path analysis, and bias-corrected bootstrapping with ۵,۰۰۰ resamples. Student gender was included as a control variable. The results showed that family socioeconomic status had significant positive effects on academic achievement and intrinsic motivation. Intrinsic motivation also positively predicted academic achievement. The indirect effect of family socioeconomic status on academic achievement through intrinsic motivation was significant, indicating partial mediation. Intrinsic motivation explained approximately ۳۸% of the total effect. These findings suggest that autonomy-supportive educational environments and motivational interventions may help reduce the academic disadvantages associated with socioeconomic inequality.

کلیدواژه ها:

family socioeconomic status ، intrinsic motivation ، academic achievement ، educational inequality ، lower secondary students