The Relationships between Parental Involvement, Students’ Basic Psychological Needs and Students’ Engagement in Science: A Path Analysis

Kurt, Uluhan; Taş, Yasemin

doi:10.21891/jeseh.436730

Cited by 13 publications

(12 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar results were obtained among Taiwanese students, whose experience of need satisfaction was positively correlated to both general self-efficacy and science learning self-efficacy (Wang and Tsai, 2020). In fact, need satisfaction could significantly predict students' learning engagement, which explained more than 70% of variance (Kurt and Tas, 2018).…”

Section: Psychological Needs and Behavior Regulation In Learning And ...supporting

confidence: 74%

Parental Autonomy Support, Parental Psychological Control and Chinese University Students’ Behavior Regulation: The Mediating Role of Basic Psychological Needs

et al. 2022

View full text Add to dashboard Cite

The present research examined relationships between parental autonomy support, parental psychological control, and Chinese emerging adults’ autonomous regulation in their university studies as well as dysregulation in social media engagement. A total of 287 (102 female and 185 male) Chinese university students reported on their perceived parenting styles, psychological needs, and behavior regulation. Results showed that basic psychological need satisfaction was positively associated with parental autonomy support and autonomous regulation of learning; need frustration was positively correlated with parental psychological control and dysregulation in social media engagement. More importantly, psychological need frustration was a mediator of the relation between parental psychological control and dysregulation in social media engagement. Our findings suggest that students living in an autonomy-supportive familial environment tend to have satisfied psychological needs as well as autonomous learning behavior. Impairment of psychological needs could be one of the mechanisms through which psychologically controlling parenting was linked to dysregulation of social media use in Chinese culture.

show abstract

Section: Psychological Needs and Behavior Regulation In Learning And ...supporting

confidence: 74%

Parental Autonomy Support, Parental Psychological Control and Chinese University Students’ Behavior Regulation: The Mediating Role of Basic Psychological Needs

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Providing guidance and advice makes children have ideals; providing supervision over their learning is to provide motivation and rewards so that children are encouraged to learn and excel, while the fulfillment of the facilities needed in learning is so that children are more firmly established in an idealism to be achieved by utilizing available facilities there is. The forms of parental participation in the development of children's achievements include: Giving encouragement to children about the importance of education for their children's future, as a facilitator for all children's activities, being a source of knowledge and knowledge in the family, motivating children to continuously improve learning achievement they, as a place to ask questions and complain about things that are children's problems, provide clear directions for their children's future (Kurt & Taş, 2018;Rajendran et al, 2020).…”

Section: Counseling For Studentsmentioning

confidence: 99%

Mutual Relationship Management Between Teachers and Parents: Strategies for Improving Student Learning Outcomes

Tantowi¹,

Subhan

Romadon³

et al. 2022

View full text Add to dashboard Cite

This study aims to understand the mutual relationship between teachers and parents in improving student learning outcomes. The site of this research is SMA NU 01 Al-Hidayah Kendal. This research uses a qualitative case study approach, where the researcher tries to understand the meaning behind the phenomena that occur in the field through interviews, observations, and documentation. The results showed that the mutual relationship built by the school to make teachers and parents more intimate in improving student learning outcomes was carried out through careful and systematic planning by involving all school parties to obtain optimal results. The planning carried out then carried out optimally and carried out jointly by the school with a mutualistic symbiotic principle and continued with an evaluation with the principle of continuous improvement.

show abstract

“…In the reviewed studies, the classroom environment was addressed through the aspects of basic psychological needs fulfilment following SDT. Some studies reported a positive association of student basic psychological needs variable with dimensions of engagement (Kurt & Tas, 2018;Tas, 2016;Molinari & Mameli, 2018). Kurt and Tas (2018) revealed that parental involvement (high educational aspiration, parental communication, parental participation, and parental autonomy support) predicted satisfaction of basic psychological needs of students at school.…”

Section: Figure 1 Constructs Associated With Engagement and Agentic E...mentioning

confidence: 99%

“…Some studies reported a positive association of student basic psychological needs variable with dimensions of engagement (Kurt & Tas, 2018;Tas, 2016;Molinari & Mameli, 2018). Kurt and Tas (2018) revealed that parental involvement (high educational aspiration, parental communication, parental participation, and parental autonomy support) predicted satisfaction of basic psychological needs of students at school. A special focus lay on the reciprocity of student engagement and teacher autonomy support.…”

Section: Figure 1 Constructs Associated With Engagement and Agentic E...mentioning

confidence: 99%

Systematic Literature Review on Agentic Engagement: Clarifying a Co-Creation Perspective

Horlenko

Kaminskienė

2022

SIE

View full text Add to dashboard Cite

Co-creation of learning has been conceptualised as a learner-centred pedagogical approach with implications for students’ proactivity, metacognitive, and collaborative involvement. Due to the complexity of the concept, it is difficult to distinguish and measure in practice, with studies reporting measures for co-creative practices mostly in the context of higher education. This paper reviews the literature on student agentic engagement in Web of Science, ERIC and Scopus, providing links to the existing views on learning co-creation at schools. The research instruments developed for studying agentic engagement and autonomy support are discussed in connection to examining co-creation at the secondary education level.

show abstract

The Relationships between Parental Involvement, Students’ Basic Psychological Needs and Students’ Engagement in Science: A Path Analysis

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 13 publications

References 25 publications

Parental Autonomy Support, Parental Psychological Control and Chinese University Students’ Behavior Regulation: The Mediating Role of Basic Psychological Needs

Parental Autonomy Support, Parental Psychological Control and Chinese University Students’ Behavior Regulation: The Mediating Role of Basic Psychological Needs

Mutual Relationship Management Between Teachers and Parents: Strategies for Improving Student Learning Outcomes

Systematic Literature Review on Agentic Engagement: Clarifying a Co-Creation Perspective

Contact Info

Product

Resources

About