The Mediating Role of Alexithymia and Boredom in the Impact of Autonomous Motivation on Moral Education in Sixth-Grade Elementary Students

The aim of this study was to investigate the mediating role of alexithymia and boredom in the effect of autonomous motivation on moral education among sixth-grade elementary students. This descriptive-survey research was applied in purpose. The statistical population included all sixth-grade students in Tonekabon County during the current academic year. A stratified random sampling method was used to select 384 students (202 girls and 182 boys). Data collection tools included standard questionnaires on moral education (Chang, 2023), autonomous motivation (Wang & Liu, 2022), alexithymia (Wu & Yang, 2018), and boredom (Bilke et al., 2021). Data were analyzed using structural equation modeling in Smart PLS. The results indicated that autonomous motivation had a significant positive effect on moral education. Additionally, autonomous motivation significantly and negatively predicted alexithymia and boredom. Both alexithymia and boredom negatively influenced moral education. Bootstrap analysis confirmed the significant mediating roles of alexithymia and boredom in the relationship between autonomous motivation and moral education. The proposed model confirms that strengthening autonomous motivation in students not only directly enhances moral education but also does so indirectly through reducing alexithymia and boredom. These findings highlight the importance of psychological interventions focused on intrinsic motivation and emotional regulation in primary school education.