Parents' Involvement in Children's Schooling: A Multidimensional Conceptualization and Motivational Model

Abstract

This study had 2 goals. The first was to examine a multidimensional conceptualization of parent involvement in children's schooling, defined as the allocation of resources to the child's school endeavors. A second goal was to evaluate a model in which children's motivational resources (i.e., perceived competence, control understanding, and self-regulation) are mediators between parent involvement and children's school performance. 300 11-14-year-old children and their teachers participated. Factor analyses of a set of parent involvement measures supported the hypothesized 3 dimensions of parent involvement: behavior, intellectual/cognitive, and personal. Path analyses revealed indirect effects of mother behavior and intellectual/cognitive involvement on school performance through perceived competence and control understanding, and indirect effects of father behavior on school performance through perceived competence. The results argue against a unidimensional understanding of parent involvement and support the view of the child as an active constructor of his or her school experience.

Parental Expectations and Children's Academic Performance in Sociocultural Context

“…The relation of parental involvement to children's academic achievement is well documented (see Pomerantz et al 2007 for a review). Additionally, parental involvement has been found to affect students' achievement-related beliefs, including their perceived competence and aspirations regarding academic achievement (Grolnick and Slowiaczek 1994). Of particular relevance to this review is evidence suggesting that parents who placed higher value on education and have higher expectations about their child's educational attainment tend to be more engaged in achievement-related activities, including reading to their children, sending them to extracurricular lessons, and monitoring their academic progress (Halle et al 1997;).…”

Examining the Relationship Between Parental Involvement and Student Motivation

“…Grolnick and Slowiaczek (1994) examined pathways whereby parent involvement might affect school performance, specifically how children's' motivational resources act as mediators. The participants were 302 sixth-, seventh-, and eighth-grade students from four different schools.…”

“…Four studies used scales of intrinsic/extrinsic motivation as measures for academic motivation (Ginsburg and Bronstein, 1993;Marchant et al, 2001;Ames et al, 1993Ames et al, , 1995. Four studies examined student autonomy by looking at locus of control, control understanding, perceived competence, perceived autonomy, self-regulation, or affective coping and engagement (Grolnick and Slowiaczek, 1994;Grolnick et al, 1991;Trusty and Lampe, 1997;Stiller and Ryan, 1992). One study examined motivation as mastery and performance goal orientations (Gonzalez et al, 2002), and two studies measured motivation to read (Adunyarittigun, 1997;Koskinen et al, 2000).…”

Colaboração família-escola em um procedimento de leitura para alunos de séries iniciais

“…Outros pesquisadores o definiram como as interações do filho direcionadas ao seu próprio desenvolvimento, encorajamento deste desenvolvimento, através do reforço aos esforços da criança e arranjo de experiências de enriquecimento cultural (Bradley, Caldwell & Rock, 1998); outros consideram que um pai envolvido seja aquele que auxilia nas tarefas de casa, quando é solicitado, participa da programação da escola, assiste às atividades esportivas e extracurriculares do filho, auxilia o filho adolescente a selecionar cursos e toma conhecimento de como o filho está indo na escola (Steinberg, Dornbush e Darling, 1992). Há ainda alguns estudos que propuseram um modelo tridimensional, esclarecendo que o envolvimento dos pais pode ser demonstrado pelo seu comportamento em relação à escola, pela sua disponibilidade afetiva e pessoal, relacionada à vida escolar do filho e pela oportunidade de experiência intelectual/cognitiva, que estes pais proporcionam aos seus filhos (Grolnick & Slowiaczeck, 1994).…”