The present study attempts to extend our understanding of the application of self-determination theory. The study examines the mediating role of self-efficacy and self-esteem in the relationship between family motivation and academic performance.
Through adopting a survey questionnaire, we collected 329 responses from management educators (faculty members teaching in business schools) from various universities.
The data were analyzed using the partial least square structural equation modeling technique. All the hypothesized relationships found empirical support, indicating that family motivation is directly related to academic performance. Furthermore, self-efficacy and self-esteem mediate this direct relationship.
The paper forwards robust theoretical and practical implications and underlines important directions for future researchers. The study makes novel contributions to relationships inviting for empirical attention.
