Parental involvement and children’s academics: The roles of autonomy support and parents’ motivation for involvement

Lerner, Rachel E.; Grolnick, Wendy S.; Caruso, Alessandra; Levitt, Madeline R.

doi:10.1016/j.cedpsych.2021.102039

Cited by 26 publications

(13 citation statements)

References 46 publications

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“…They are also more likely to adopt need-supportive practices than frustrated parents, and they rely on more resources when assisting their children in their school activities. Such findings were replicated elsewhere (Lerner et al, 2022). In sum, improving the well-being of parents by helping them having their basic psychological needs fulfilled could bolster students' motivation.…”

Section: Theoretical and Practical Implicationsmentioning

confidence: 66%

Predicting change in high school motivation profiles: the role of parenting practices

Petit

Véronneau²,

Mathys³

2022

Curr Psychol

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Changes in school motivation have been studied primarily as an average trend that applies uniformly to all high school students. This approach overshadows individual transitions between motivation patterns, and it does not allow for the identification of factors predicting these transitions. In this study, we tracked over a one-year period the stability of three previously identified motivation profiles ("high quantity," "moderately motivated," "poor quality") in two cultural contexts (Canada, Belgium). We also explored the role of parenting practices in predicting transitions to a better or less adaptive profile. A sample of 435 Canadian (M Age = 15.85 y.o.) and 414 Belgian adolescents (M Age = 15.19 y.o.) completed self-report measures on motivation and parent-child relationships at two time points, one year apart. Latent transition analysis indicated that the "poor quality" profile was the least stable in both samples (52.3-68.3% of stability) compared to the "moderately motivated" (72.3-73.5%) and the "high quantity" profiles (66.9-80.3%). Mover-stayer analysis showed that 66.8-73.3% of participants remained in the same profile, 16.0-19.0% moved toward a more adaptive profile, and 10.6-14.3% transitioned into a less adaptive profile. A rise in need-supportive parenting practices (autonomy support, interpersonal involvement, parental structure) predicted students' shifts to more adaptive profiles. The large amount of stability found suggests that motivation patterns are already largely crystalized in high school, but positive changes among the less motivated students remain possible given the greater malleability of their motivation patterns. Promoting need-supportive parenting practices seems a promising strategy in achieving this objective.Keywords Academic achievement motivation • High school students • Longitudinal studies • Parenting • Self-determination An alarming Gallup survey conducted among almost 1 million U.S. students from Grade 5 to Grade 12 reveals that about 33% of high school students were considered as not engaged, and an another 33% were considered as actively disengaged from their studies (Gallup, 2017). Worryingly, this survey shows that the closer students get to graduating from high school, the less enthusiastic they feel about school.

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Section: Theoretical and Practical Implicationsmentioning

confidence: 66%

Predicting change in high school motivation profiles: the role of parenting practices

Petit

Véronneau²,

Mathys³

2022

Curr Psychol

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“…Therefore, with autonomy support from parents, student exert more effort into learning tasks(Feng et al, 2019 ), which show higher levels of SRL. Second, according to SDT that when parents provide autonomy support, children are more likely to recognize the value of learning, and thus exhibit more autonomous motivation of learning behaviours(Lerner et al, 2021 ). Then, the autonomous learning motivation can drive students to regulate and monitor their own learning to conduct self‐regulated learning.…”

Section: Discussionmentioning

confidence: 99%

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

2022

Computer Assisted Learning

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Background: Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students.Objectives: The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL. Methods: We use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K-12 students who engaged in full-time online learning in their homes during the coronavirus disease 2019 (COVID-19) outbreak. Results and Conclusions: Parental autonomy support and students' self-efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self-efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL.Implications: On the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self-efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self-efficacy.

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“…Regarding the self‐reported academic achievement, the participants may have intentionally over‐inflated their grades, and the retrospective report may have led to inaccuracy. It may be beneficial to include some more proximal outcomes that lead to academic achievement (e.g., academic self‐concept), learning motivation and school engagement (e.g., Lerner et al, 2022; Lorenz & Wild, 2007). Secondly, to reduce the complexity of the model, we used the basic RI‐CLPM with time‐invariant covariates without taking measurement errors into account.…”

Section: Discussionmentioning

confidence: 99%

“…Parental involvement has been conceptualized in many ways to capture a broad range of parental activities related to their children's education (Grolnick & Slowiaczek, 1994; Lerner et al, 2022). Most empirical work divides parental involvement into two main categories: school‐based involvement (e.g., attending parent‐teacher conferences, communicating with teachers and volunteering in school activities) and home‐based involvement (e.g., assisting with homework, discussing school‐related issues and exposing children to cognitively stimulating activities; Epstein & Sanders, 2002; Grolnick, 2016; Hill & Tyson, 2009; Hoover‐Dempsey & Sandler, 2005).…”

Section: Introductionmentioning

confidence: 99%

Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self‐determination perspective

Teuber

Sielemann

Wild

2022

Brit J of Edu Psychol

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Background The relation between parental involvement and student achievement has been of research interest for many decades. Although the idea of reciprocal processes between parent and child was proposed 40 years ago, very few efforts have been made to investigate reciprocal relations between parental involvement and student achievement. Aims Using self‐determination theory, this study investigated the longitudinal associations of the manner of parental involvement (i.e., autonomy‐supportive or controlling) in children's academic problems with children's academic achievement. This study further addressed the recently intensely debated methodological issue of examining reciprocal relations by comparing a random‐intercept cross‐lagged panel model (RI‐CLPM) with the traditional cross‐lagged panel model (CLPM). Sample and Methods A RI‐CLPM and a traditional CLPM were applied to 5‐year longitudinal data including 1465 secondary school students (Mage at T1 = 10.82 years, SD = 0.62). In both models, we controlled for students' gender, school type, socioeconomic status and cognitive ability. Results The results show that the RI‐CLPM fitted the data better than the CLPM. Trait‐like stability was found for both forms of parental involvement and academic achievement. At the between‐person level, controlling involvement related to lower achievement, whereas no correlation between autonomy‐supportive involvement and achievement was found. At the within‐person level, there were positive reciprocal relations between autonomy‐supportive involvement and achievement, whereas controlling involvement was not associated with achievement. Conclusions This study contributes substantially to the understanding of the relations between parental involvement in children's academic problems and children's academic achievement by simultaneously taking between‐person differences and within‐person processes into consideration.

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Parental involvement and children’s academics: The roles of autonomy support and parents’ motivation for involvement

Cited by 26 publications

References 46 publications

Predicting change in high school motivation profiles: the role of parenting practices

Predicting change in high school motivation profiles: the role of parenting practices

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

Facing academic problems: Longitudinal relations between parental involvement and student academic achievement from a self‐determination perspective

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