Maternal involvement and children’s academic motivation and achievement: The roles of maternal autonomy support and children’s affect

Lerner, Rachel E.; Grolnick, Wendy S.

doi:10.1007/s11031-019-09813-6

Cited by 28 publications

(25 citation statements)

References 58 publications

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“…The family investment model proposes that there are less available resources (books, computers) and/or that less time is invested in children's learning and school success among economically disadvantaged families (Duncan et al, 2015). Investment and spending of both resources and time may be partly captured through parental involvement, functioning as a pathway from parental SES to school achievement (White, 1982;Lerner & Grolnick, 2020). Autonomy, as in the opportunity to discuss and participate in decision-making at home, is associated with heightened academic motivation (Schunk et al, 2008;Rowell & Hong, 2013;Lerner & Grolnick, 2020).…”

Section: Pathways Of Family Effectsmentioning

confidence: 99%

“…Investment and spending of both resources and time may be partly captured through parental involvement, functioning as a pathway from parental SES to school achievement (White, 1982;Lerner & Grolnick, 2020). Autonomy, as in the opportunity to discuss and participate in decision-making at home, is associated with heightened academic motivation (Schunk et al, 2008;Rowell & Hong, 2013;Lerner & Grolnick, 2020). This type of autonomy is associated with authoritative parenting styles, where boundaries are clearly communicated but children's voices are heard and encouraged.…”

Section: Pathways Of Family Effectsmentioning

confidence: 99%

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Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015

Østbø

Zachrisson

2021

Scandinavian Journal of Educational Research

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Using data collected from 4329 students in the 2015 iteration of the Trends in Mathematics and Science Study (TIMSS), we explore two mediators for the relationship between socioeconomic status (SES) and TIMSS-results in mathematics among Norwegian fifth graders. First, we explore how the students' motivation and self-concept mediate the relationship between SES and test results. Second, by using parent reported SES resources and the parents' attitudes to school and the tested subjects, we examine how these may constitute a path through which their children's motivation and family SES are related to mathematics achievement. We found that students' self-concept accounted for a small but statistically significant portion of SES effects on achievement. Intrinsic motivation did not mediate any of the SES effects on achievement, nor did parental attitudes account for any of the association between SES and motivation or achievement.

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Section: Pathways Of Family Effectsmentioning

confidence: 99%

Section: Pathways Of Family Effectsmentioning

confidence: 99%

Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015

Østbø

Zachrisson

2021

Scandinavian Journal of Educational Research

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“…Whereas students' academic emotions and motivation have been subjected to close scrutiny in educational research (e.g., Altintas et al, 2020;Le & Impett, 2013;Lerner & Grolnick, 2020;Nezlek & Kuppens, 2008;Ruan et al, 2020;Wood et al, 2003;Yeung & Fung, 2012), the study of emotion in education has only recently been taken into account (Schutz & DeCuir, 2002) and only in the recent past has academic boredom been a subject of inquiry in the literature (e.g., Acee et al, 2010;Goetz et al, 2014;Tze, 2011). The experiences of boredom in educational milieus have been investigated in respect of their associations with unsatisfactory accomplishment at school (Jarvis & Seifert, 2002), high school dropouts (Wegner et al, 2008), achievements in school subjects (Eren & Coskun, 2016;Mann & Robinson, 2009;Pekrun et al, 2011;Raccanello et al, 2018;Sharp et al, 2020), reading comprehension performance (Shehzad et al, 2020), boredom coping strategies (Nett et al, 2010;Nett et al, 2011;Zhou & Kam, 2017), cooperative learning (Fernández-Río et al, 2014), challenging situations (Acee et al, 2010), and perceived autonomy support (Tze et al, 2014).…”

Section: Previous Researchmentioning

confidence: 99%

University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom

Solhi

2021

JLE

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This study sought to examine how university students' state boredom dimensions (i.e., disengagement, high arousal, low arousal, inattention, and time perception) and their boredom coping strategies (i.e., cognitive approach, behavioral approach, cognitive avoidance, and behavioral avoidance) in the classroom are mediated in relation to gender and academic year. A total of 186 undergraduate students from a Turkish university, majoring in English language teaching in the faculty of education voluntarily participated in the study. The results indicated that the male participants experienced higher levels of boredom than the females in all levels of the state boredom. Additionally, the females had more inclination to use cognitive approach, while the male participants exhibited more behavioral approach to cope with boredom. Secondly, the participants with different academic levels only scored differently in disengagement, a state boredom dimension, and in cognitive approach, a boredom coping strategy. The findings highlight the significance of identifying student boredom and thereby specifying strategies to relieve their boredom in the classroom. Indeed, by gaining a proper understanding of the reactions triggered by boredom in classes, we would be able to spot the developmental paths of these reactions and thereby adopt the necessary measures to deal with student boredom.

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“…In fact, according to King (2015), parental relatedness may be more influential than teacher and peer relatedness. (Gonida & Cortina, 2014;King, 2015;Lerner & Grolnick, 2020;Pomerantz, Moorman & Litwack, 2007;Sénéchal & Lefevre, 2002).…”

Section: Intrinsic Motivationmentioning

confidence: 99%

How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

Kuo¹

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<p>This paper explores the features of digital storybooks that can help foster English as an additional language (EAL) children’s motivation in reading English as a second language (L2) or as an additional language. Prior research suggests digital storybooks are conducive to children’s reading motivation in their first language (L1); however, research on the effectiveness of story apps fostering children’s reading motivation in additional languages is relatively scarce. This research adopted a qualitative approach to investigate how storybook applications designed for English as a First Language (L1) and English as an Additional Language (EAL) differ and influence EAL children’s reading motivation in L2, specifically, reading English as an additional language. This study explores the perspectives and voices of EAL children as well as their parents in relation to their experiences and attitudes toward the use of digital storybook apps to foster their L2 reading motivation. </p>

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Maternal involvement and children’s academic motivation and achievement: The roles of maternal autonomy support and children’s affect

Cited by 28 publications

References 58 publications

Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015

Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015

University Students' Multidimensional State Boredom and Strategies to Cope with Classroom Boredom

How Can Digital Storybooks Foster EAL Children’s Reading Motivation: A Multiple Case Study

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