The role of parental expectations and students' motivational profiles for educational aspirations

Lazarides, Rebecca; Viljaranta, Jaana; Aunola, Kaisa; Pesu, Laura; Nurmi, Jari‐Erik

doi:10.1016/j.lindif.2016.08.024

Cited by 67 publications

(70 citation statements)

References 40 publications

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“…Only a few studies have examined effects of mothers and fathers in the same study and the results are inconsistent. Lazarides et al (2016) found that mothers' and fathers' high educational expectations for their children at 7 th year contributed to their children's high educational expectations at 9 th year positively. However, Geckova et al (2010) found that mothers' support defined as closeness and availability for chatting does not predict secondary school students' academic aspiration, whereas fathers' support predicts it positively.…”

Section: Educational Aspirationmentioning

confidence: 92%

Relationships between parental involvement and adolescents’ academic achievement and aspiration

Ôtani

2019

International Journal of Educational Research

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【JEL Codes】I21, I24 【Abstract】This study investigates two aspects of maternal and paternal involvement. First, what are the associations of parental involvement with adolescents' academic achievement? Second, how does adolescent's educational aspiration mediate the relationship between parental involvement and achievement? Samples of middle school students were analysed separately according to adolescents' gender. The analyses were conducted by using a generalised structural equation modelling. The results show that both maternal and paternal involvement is associated with adolescent's academic outcome even though some differences are also found. Adolescent's educational aspirations mediate the association between parental involvement and academic grade. Among several discussion topics, discussing about adolescents' schooling is more significantly and positively associated with grade.

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Section: Educational Aspirationmentioning

confidence: 92%

Relationships between parental involvement and adolescents’ academic achievement and aspiration

Ôtani

2019

International Journal of Educational Research

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“…These have either been concentrated in STEM domains (Conley, 2012; Lazarides et al, 2016a, 2018, 2019; Andersen and Chen, 2016; Chittum and Jones, 2017; Linnenbrink-Garcia et al, 2018; Perez et al, 2019), assessed at a domain-general level (Roeser et al, 1999; Tuominen-Soini et al, 2011, 2012), or across multiple domains (Viljaranta et al, 2009; Chow and Salmela-Aro, 2011; Chow et al, 2012; Lazarides et al, 2016b; Guo et al, 2018). A number of studies exist which compare motivations across domains using aggregate task values (combining component positive values into a single score) but exclude expectancy or cost measures (Viljaranta et al, 2009; Chow and Salmela-Aro, 2011; Chow et al, 2012; Guo et al, 2018); while others include aggregate values plus self-concept (Lazarides et al, 2016b). Emergent profiles from this body of work characterise relative valuing across subjects (e.g., mathematics and physical science versus English; Chow et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing

2019

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Pertinent to concern in Australia and elsewhere regarding shortages in STEM fields, motivational expectancies and values predict STEM study and career aspirations. Less is known about how “cost” values may deter, and how expectancies/values and costs combine for different profiles of learners to predict achievement aspirations and psychological wellbeing outcomes. These were the aims of the present study using established measures of perceived talent, intrinsic and utility values, and a new multidimensional “costs” measure as the platform to explore a typology of mathematics/science learners. Grade 10 Australian adolescents ( N = 1,172; 702 girls) from 9 metropolitan Sydney/Melbourne schools completed surveys early 2012/2013. Latent profile analyses educed profiles within each of mathematics and science: “Positively engaged” scored high on positive motivations, low on costs; “Struggling ambitious” were high for both positive motivations and costs; “Disengaged” exhibited generally low scores on positive motivations but high costs. MANOVAs examined mathematics/science profile differences on clustering variables, experienced learning environments, achievement background and striving, career aspirations and psychological wellbeing. Positively engaged/Struggling ambitious were distinguished by high costs perceived by Struggling ambitious, associated with debilitated psychological wellbeing, but not eroding achievement striving. A greater proportion of boys was in this risk type. Disengaged students reported lowest STEM-related career aspirations, aimed marks and history of results; in mathematics, a greater proportion of girls was in this risk type. Profiles could be conceptualized along dimensions of achievement striving and psychological wellbeing. Similar profiles for mathematics and science, and coherent patterns of antecedents and outcomes, suggest several theoretical and educational implications.

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“…(Karabanova, 2007). Foreign studies of gender-role stereotypes also show that different expectations of teachers and parents influence the child's self-perception (Bern, 1996;Dweck & Bush, 1978;Lazarides et al, 2016). The intensity of the motivation for avoidance in the student's profile, implying for boys an ambivalent emotional attitude toward learning as a heavy but necessary duty, leads to a decrease in one's own responsibility for their actions in the field of achievements.…”

Section: Resultsmentioning

confidence: 99%

Motivation And Responsibility Of Boys And Girls High School Age

Vartanova¹

2018

The European Proceedings of Social and Behavioural Sciences

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The research focuses on the gender-determined correlation between motivation, self-attitude and locus of control as a measure of responsibility of male and female high school students. It is based on the study of 9 th -11 th -grade students (from 15 to 17 years old) in two Moscow schools with the traditional training paradigm (98 boys and 102 girls in total). The groups of the boys and girls are studied separately in order to find out: 1) the structure of the emotional attitude to the values of school life by means of factor analysis of estimates using the method of Semantic Differential; 2) the correlation of the identified factors with the locus of subjective control and the parameters of self-attitude.The research has reveals that the nature of relationships between the locus of subjective control and various types of motivation is significantly gender-determined. The girls with cognitive motivation take responsibility for the majority of events in the spheres of life important to them, whereas for the boys with this type of motivation the sphere of responsibility is limited to certain significant situations. At the same time, the boys with motivation for affiliation have a high level of subjective control in most life spheres, whereas the girls with similar motivation have an internal locus of control in the fields of achievements and interpersonal relationships.

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The role of parental expectations and students' motivational profiles for educational aspirations

Cited by 67 publications

References 40 publications

Relationships between parental involvement and adolescents’ academic achievement and aspiration

Relationships between parental involvement and adolescents’ academic achievement and aspiration

Adolescents’ Motivational Profiles in Mathematics and Science: Associations With Achievement Striving, Career Aspirations and Psychological Wellbeing

Motivation And Responsibility Of Boys And Girls High School Age

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