Evaluating a Short Form of the Academic Competence Evaluation Scales: Expanded Examination of Psychometric Properties

Allan, Darcey M.; Kassab, Hannah; Mikami, Amori Yee

doi:10.1007/s12310-019-09347-9

Cited by 14 publications

(8 citation statements)

References 43 publications

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“…According to the self-determination theory, the fulfillment of students' psychological needs for competence, autonomy, and relatedness also depend on: (a) the way parents organize the environment (i.e., definitions of rules, guidelines, and expectations); (b) parent autonomy-support and respect for children's perspectives; and (c) the extent to which parents are involved and establish positive, caring relationships with their children (Grolnick et al, 2009). In addition, researchers have relied on reports from significant adults, namely parents and teachers, as reliable sources to assess student motivation and academic performance (e.g., Gilger, 1992;Harris et al, 2006;Saçkes et al, 2016;Allerhand, 2018;Owens et al, 2020).…”

Section: Academic Motivationmentioning

confidence: 99%

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

et al. 2020

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The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents (nItaly = 173, nPortugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.

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Section: Academic Motivationmentioning

confidence: 99%

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

et al. 2020

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“…Second, children as young as 6-years old (i.e., first graders) could not ascertain about their academic motivation, anxiety and perceived social support since they are still learning how to read and write. Third, previous studies have shown that parents are reliable sources of information concerning their children's emotions and behaviors (e.g., Gilger, 1992;Allerhand, 2020;Owens et al, 2020;Saçkes et al, 2016). Fourth, a recent systematic review stressed the need for more research focusing on parents' views, who spent a considerable amount of time with their children during the home confinement period (Cachón-Zagalaz et al, 2020).…”

Section: The Present Studymentioning

confidence: 99%

Anxiety and Social Support as Predictors of Student Academic Motivation During the COVID-19

et al. 2021

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In this study we examined whether parents’ perceptions of students’ anxiety as well as perceived support from both teachers and classmates were predictive of changes in students’ academic motivation during the first wave of COVID-19. To this end, we used a retrospective pretest-posttest design together with a latent change score model to analyze our data. From April to May of 2020, 394 Portuguese parents of students in grades 1–9 participated in this study. Our results showed that students’ anxiety and teachers’ social support, as perceived by parents, were highly significant predictors of academic motivation changes. Specifically, we found a negative effect of anxiety and a positive effect of teachers’ social support on students’ academic motivation. Our results did not show, however, a significant predictive role of classmates’ social support. This study provides an important contribution to further understand the intrapersonal and interpersonal factors that are associated with the decline of students’ academic motivation during the COVID-19 pandemic. The pivotal role of teachers in sustaining students’ academic motivation and other relevant educational implications for the ongoing pandemic are discussed.

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“…Moreover, the same supporting ideas can be taken from Owens et al (2020), who mentioned that parents who effectively help their kids with their school assignments at home also impact the mindfulness of learners. Students' emotional competencies for expertise, independence, and belonging can only be met if their parents set up the environment in a way that meets these three factors: (1) they aid and honor their children's independence; (2) they actively comprise themselves in their children's lives; (3) they create and maintain optimistic connections with their children's viewpoints.…”

Section: Dealing With Learners' Misbehaviorsmentioning

confidence: 87%

Developing the Language Mastery of Early Childhood Learners from the Lens of Parents: A Phenomenology

Arca¹,

Tacadena²

2022

IJRISS

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Parents play a critical role in the development of the childhood. This encompasses the language mastery. As such, this study was initiated to investigate and understand the lived experiences of parents in assisting the development of language mastery of their early childhood learners. Results show that parents are skilled enough to assist their early childhood learners in the development of their language mastery which can be learned by the teachers as well by re-echoing these findings through SLAC sessions, seminars, trainings and take these insights up to the educational leaders and authorities who can implement relevant agendas and developments

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Evaluating a Short Form of the Academic Competence Evaluation Scales: Expanded Examination of Psychometric Properties

Cited by 14 publications

References 43 publications

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison

Anxiety and Social Support as Predictors of Student Academic Motivation During the COVID-19

Developing the Language Mastery of Early Childhood Learners from the Lens of Parents: A Phenomenology

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