This study was conducted to investigate the relationship between motivational-cognitive variables and academic self-efficacy of students meditated by parent-teacher interactions and the parents’ educational expectations of high school students. In this study, a correlation method was adopted. Using the cluster random sampling method, 329 high school students (165 females and 164 males) were selected. The path analysis and correlation coefficient were utilized for data analysis. The findings showed that intelligence beliefs, task value, and achievement goals were positively linked to academic self-efficacy. According to the results, teacher-student and mother-child interactions, as well as parental expectations of education play a significant mediating role in the relationship between motivational-cognitive variables and academic self-efficacy. The model proposed for motivational-cognitive variables and academic self-efficacy had a good fit with the mediating role of teacher-student and mother-child interactions, as well as parent’s expectations of education. Motivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.

中文翻译：

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动机认知变量与家长教育期望介导的学生学业自我效能感、亲子互动、师生互动的关系

本研究旨在探讨家长与教师互动所引发的学生动机认知变量与学业自我效能感以及家长对高中生的教育期望之间的关系。本研究采用了相关法。采用整群随机抽样方法，选取了 329 名高中生（其中女性 165 名，男性 164 名）。利用通径分析和相关系数进行数据分析。研究结果表明，智力信念、任务价值和成就目标与学业自我效能感呈正相关。研究结果表明，师生互动、母子互动以及家长对教育的期望在动机认知变量与学业自我效能感的关系中发挥着显着的中介作用。所提出的动机认知变量和学业自我效能感模型很好地契合了师生、母子互动的中介作用以及家长对教育的期望。动机认知变量通过父母的教育期望和师生/母子互动影响自我效能。