ORIGINAL PAPER
Warm fathering and adolescents’ intrinsic learning motivation: the mediating role of basic psychological needs among Vietnamese high school students
1
Vietnam Academy of Social Sciences, Hanoi, Vietnam
2
RMIT University Vietnam, Hanoi, Vietnam
These authors had equal contribution to this work
Submission date: 2026-05-28
Final revision date: 2026-07-19
Acceptance date: 2026-07-22
Online publication date: 2026-09-23
KEYWORDS
TOPICS
ABSTRACT
Background:
Fathers’ warmth is an important yet underexplored factor in adolescents’ motivational development, especially in Asian contexts such as Vietnam, where fathers may be traditionally viewed as disciplinarians rather than sources of emotional support. Drawing on self-determination theory, this study examined the direct and indirect associations between warm fathering and high school students’ intrinsic motivation, with autonomy, relatedness, and competence as mediators.
Participants and procedure:
Data were analyzed from 302 high school students using the Academic Motivation Scale, the adapted Basic Psychological Need Satisfaction and Frustration Scale, and a parenting styles questionnaire based on the Perceptions of Parents Scale. The mediation model was tested using partial least-squares structural equation modeling.
Results:
In the father-only model, warm fathering was positively associated with intrinsic motivation and was indirectly associated with motivation through students’ sense of choice and emotional connection. With maternal warmth included, the indirect associations of paternal warmth with intrinsic motivation via autonomy and relatedness remained significant, but the direct association became non-significant. Competence was not a significant mediator, suggesting that paternal warmth may support relational and volitional aspects of motivation, rather than perceived academic ability.
Conclusions:
These findings emphasize the importance of father’s emotional support, which is linked to autonomy and relatedness, both of which are associated with self-determined learning. They extend prior research by clarifying the pathways through which paternal warmth is associated with motivation and offer practical implications for fostering supportive family environments.
Fathers’ warmth is an important yet underexplored factor in adolescents’ motivational development, especially in Asian contexts such as Vietnam, where fathers may be traditionally viewed as disciplinarians rather than sources of emotional support. Drawing on self-determination theory, this study examined the direct and indirect associations between warm fathering and high school students’ intrinsic motivation, with autonomy, relatedness, and competence as mediators.
Participants and procedure:
Data were analyzed from 302 high school students using the Academic Motivation Scale, the adapted Basic Psychological Need Satisfaction and Frustration Scale, and a parenting styles questionnaire based on the Perceptions of Parents Scale. The mediation model was tested using partial least-squares structural equation modeling.
Results:
In the father-only model, warm fathering was positively associated with intrinsic motivation and was indirectly associated with motivation through students’ sense of choice and emotional connection. With maternal warmth included, the indirect associations of paternal warmth with intrinsic motivation via autonomy and relatedness remained significant, but the direct association became non-significant. Competence was not a significant mediator, suggesting that paternal warmth may support relational and volitional aspects of motivation, rather than perceived academic ability.
Conclusions:
These findings emphasize the importance of father’s emotional support, which is linked to autonomy and relatedness, both of which are associated with self-determined learning. They extend prior research by clarifying the pathways through which paternal warmth is associated with motivation and offer practical implications for fostering supportive family environments.
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