Examining the Relationship Between Parental Involvement and Student Motivation

Gonzalez-DeHass, Alyssa R.; Willems, Patricia P.; Holbein, Marie

doi:10.1007/s10648-005-3949-7

Cited by 462 publications

(335 citation statements)

References 22 publications

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“…Family support is found to offer individuals a sense of security and comfort because it represents how much their parents care about them and are supportive of their goals (Gonzalez-De Hass, Willems, & Holbein, 2005;Trusty & Lampe, 1997). Consistent with this assertion, McGee and Stanton (1992) found that perceived family social support was negatively correlated with adolescents' level of distress.…”

Section: Family Social Support and Family Economic Supportmentioning

confidence: 77%

How is family support related to students’ GPA scores? A longitudinal study

2011

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Previous studies on the influence of family support on college students' academic performance have yielded inconsistent results. Therefore, the present study aimed to examine the link between family support and students' university-level academic performance in a more detailed way. First, we sought to clarify how two distinct aspects of perceived family support-social support and economic support-affect college students' academic performance. Second, we sought to determine how these two aspects of family support influence not only cumulative GPA scores but also the overall trend (slope) and stability (variability) of students' GPA scores across semesters. The participants in this longitudinal study were 240 university students (62 men, 178 women). The results revealed that the level of perceived family social support was important not only as a "main effect" predictor of the magnitude and stability of their GPA scores across three successive semesters, but also as a factor that helped female students to succeed regardless of their level of family economic support. In general, the data suggest that family social support is more important to women's success in college than to men's. How is family support related to college students' academic success? To date, a number of studies have investigated the influence of family support on college students' academic performance. However, the results of these studies have revealed somewhat inconsistent effects.Some of these studies have reported non-significant associations. For example, Carlstrom (2005) found no significant relationship between the perceived availability of family support and college students' academic functioning. Similarly, studies by Spain (2008) and by Roman, Cuestas, and Fenollar (2008) both reported a non-significant relationship between family support and college students' academic achievement, although Roman et al. (2008) found that family support was significantly associated with students' self-esteem and certain aspects of learning approaches (i.e., deep processing and effort) that were positively correlated with academic achievement.Other studies have reported weak-but-significant associations between family support and college students ' GPA scores. For example, Alnabhan, Al-Zegoul, and Harwell (2001) investigated factors that influenced student performance in the education department at Mu'tah University in Jordan. Using factors derived from principal-axis factoring and orthogonal rotation, they found that the lack of family support weakly predicted lower university GPA scores, (r = .09). In another relevant study, Babaoye (2001) observed that family support was cited by black college students as a factor relevant to their academic performance, but provided no measure of statistical association that would enable us to estimate the size of its effect.

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Section: Family Social Support and Family Economic Supportmentioning

confidence: 77%

How is family support related to students’ GPA scores? A longitudinal study

2011

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“…Children with ADHD's attempt to escape and avoid such situations exacerbate impulsiveness in choice settings and inattention and overacvtivity in nonchoice setting as described in the introduction. Thus the model builds on evidence for a role of both task performance and especially task failure (Milich, 1994) and associated social/parenting factors in shaping patterns of children's motivational engagement with the environment (Gonzalez-DeHass, Willems & Holbein, 2005). Longitudinal studies that allow continuities between early established IDIR and the development of DAv as well as the moderating role of the child's social environment are necessary to properly test this neuro-developmental hypothesis.…”

Section: Discussionmentioning

confidence: 99%

Delay and reward choice in ADHD: An experimental test of the role of delay aversion.

et al. 2009

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Children with attention deficit/hyperactivity disorder (ADHD) choose smaller sooner (SS) over larger later (LL) rewards more than controls. Here we assess the contributions of impulsive drive for immediate rewards (IDIR) and delay aversion (DAv) to this pattern. We also explore the characteristics of, and the degree of familiality in, ADHD SS responders. We had 360 ADHD probands; 349 siblings and 112 controls (aged between 6 to 17 years) chose between SS (1 point after 2 s) and LL reward (2 points after 30 s) outcomes on the Maudsley Index of Delay Aversion (Kuntsi, Oosterlaan, Stevenson, 2001): Under one condition SS choice led to less overall trial delay under another it did not. ADHD participants chose SS more than controls under both conditions. This effect was larger when SS choice reduced trial delay. ADHD SS responders were younger, had lower IQ, more conduct disorder and had siblings who were more likely to be SS responders themselves. The results support a dual component model in which both IDIR and DAv contribute to SS choice in ADHD. SS choice may be a marker of an ADHD motivational subtype. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

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“…We conclude with a brief review of research linking parental involvement and student outcomes, with a focus on identifying key limitations to formulate practical This gap stands in stark contrast to the established body of literature on parental involvement during the developmental periods of childhood and adolescence and in the contexts of elementary and middle school. Researchers in these fields typically define parental involvement as "parents' interactions with schools and with their children to promote academic success" (Hill et al 2004(Hill et al , p. 1491, and have consistently found that involvement benefits children's and adolescents' school success (e.g., Gonzalez-DeHass et al 2005;Hill and Tyson 2009;McWayne et al 2004). Given this robust scholarship, it is a hallmark of federal education policy such as No Child Left Behind [No Child Left Behind Act (NCLB), 2002], which has explicit mandates to encourage parental educational involvement.…”

Section: Introductionmentioning

confidence: 99%