The Mediating Role of Social Acceptance and Emotional Schemain Relationship betweenFamily Communication Patterns and Academic Motivation in High School Students of Second Grade

The purpose of this study was investigating the mediating role of social acceptance and emotional schemas in relationship between family communication patterns and academic motivation in students. The research method is descriptive-correlational and structural equation modeling. The statistical population consisted of all high school students studying in the second grade over educational year 2017-2018 in the city of Darab. 379 students were randomly selected through multistage cluster sampling. Vallerlandet. alAcademic Motivation Scale, Marlowe–Crowne Social Acceptance Scale, Leahy Emotional Schema Scale, Richie and Fitzpatrick Family Communication Patterns Scale were administered to collect data. Analyzing data using structural equation modeling indicate that this model has desirable goodness of fit. Conversation pattern has a positive and significant effect on academic motivation directly, while communication pattern conformity has no direct impact on it.The communication pattern conformity affects academic motivation by positive and negative emotional schemas. Negative emotional schema sdecreases academic motivation both directly and via social acceptance. However, positive emotional schemas merely raise academic motivation directly. In general, the findings show that social acceptance and emotional schemas has a mediating role in relationship between family communication patterns and academic motivation in high school students.