The Indirect Effect of School Type on Children's Recreational Intrinsic Motivation: The Mediating Role of Parental Achievement Support and the Moderating Role of Gender

Year 2026, Volume: 8 Issue: 1, 24 - 36, 30.03.2026

Murat Uygurtaş , Hakan Yapıcı

https://doi.org/10.56639/jsar.1835020

https://izlik.org/JA35SA38DH

Abstract

This study examined the indirect effect of school type on children's recreational intrin-sic motivation through parental achievement support, grounded in Self-Determination Theory. Data from 302 Turkish primary students (aged 10–13) were analyzed using mediation and moderated mediation (PROCESS Models 4 & 7). While no direct effect of school type on motivation emerged (β = .013, p = .860), private school students received significantly greater parental support (M = 4.00 vs. 3.51, p < .001, d=0.46). Parental support positively predicted motivation (β = .125, p < .001), and a significant indirect effect was found (ab = .061, 95% BootCI [.016, .122]), con-firming full mediation. Furthermore, moderated mediation analysis revealed this pathway was stronger for girls (index = .148, BootCI [.032, .289]). The findings un-derscore parental support as a key mechanism translating school type advantages into motivational benefits and highlight the need for gender-sensitive, family-focused interventions in public schools to promote equitable participation in recreational ac-tivities.

Keywords

recreational intrinsic motivation , parental achievement support , physical activity equity

Okul Türünün Çocukların Rekreasyonel İçsel Motivasyonu Üzerindeki Dolaylı Etkisi: Ebeveyn Başarı Desteğinin Aracı Rolü ve Cinsiyetin Düzenleyici Rolü

https://izlik.org/JA35SA38DH

Abstract

Bu çalışma, Öz Belirleme Teorisi'ne dayalı olarak, ebeveyn başarı desteği aracılığıyla okul türünün çocukların eğlence amaçlı içsel motivasyonu üzerindeki dolaylı etkisini incelemiştir. 302 Türk ilkokul öğrencisinden (yaşları 10-13 arasında) alınan veriler aracılık ve düzenleyici aracılık kullanılarak analiz edilmiştir (PROCESS Modelleri 4 ve 7). Okul türünün motivasyon üzerinde doğrudan bir etkisi ortaya çıkmamış olsa da (β = .013, p = .860), özel okul öğrencileri önemli ölçüde daha fazla ebeveyn desteği almıştır (M = 4.00'e karşı 3.51, p < .001, d = 0.46). Ebeveyn desteği motivasyonu pozitif yönde yordamıştır (β = .125, p < .001) ve tam aracılık etkisini doğrulayan önemli bir dolaylı etki bulunmuştur (ab = .061, %95 BootCI [.016, .122]). Ayrıca, ılımlı aracılık analizi, bu yolun kızlar için daha güçlü olduğunu ortaya koymuştur (indeks = .148, BootCI [.032, .289]). Bulgular, ebeveyn desteğinin, okul türü avantajlarını motivasyonel faydalara dönüştüren temel bir mekanizma olduğunu vurgulamakta ve kamu okullarında eğlence faaliyetlerine eşit katılımı teşvik etmek için cinsiyete duyarlı, aile odaklı müdahalelere olan ihtiyacı vurgulamaktadır.

Keywords

eğlence amaçlı içsel motivasyon , ebeveyn başarı desteği , fiziksel aktivite eşitliği

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