Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention

Abstract

In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived their children as becoming more autonomously motivated relative to the comparison group, F(1, 26) = 7.69, p \ .05. Children in the treatment group reported increased positive affect toward homework relative to the comparison group, F(1,26) = 5.35, p \ .05. Children did not significantly improve on general measures of self reported academic intrinsic motivation or relative autonomy. These preliminary findings suggest that autonomy supportive parenting styles may improve parent's perceptions of their children's autonomous motivation and children's subjective experience of positive affect surrounding homework. In order to draw firmer conclusions about the effects of the intervention, more rigorously controlled studies will be needed in the future.

Physical and Psychological Well-Being in Overweight Children Participating in a Long-Term Intervention Based on Judo Practice

“…Essential for a successful attendance seems to be a sufficient motivation and commitment of the parents, who regularly accompany and support their children throughout the intervention phase. This assumption fits to the results of Froiland (2011), who reports an attrition rate of 0%. In this study parents were taught to develop an autonomy supportive style and to help their children set intrinsic learning goals.…”

İlkokul-Ortaokul Öğrencileri ve Velilerin Ev Ödevlerine Yönelik Görüşleri

“…Yapılan çalışmalar, ev ödevlerinin eğitim-öğretimin ilk kademelerinde, öğrencinin başarısını etkilemediğini, öğrencilerde okul çalışmalarına yönelik bıkkınlık yarattığını, aile içinde strese yol açtığını ve öğrencilerin okula yönelik olumsuz tutum geliştirmelerine neden olduğunu göstermektedir (Cooper, Robinson ve Patall, 2006;Eren ve Henderson, 2011;Froiland, 2011;Rudman, 2014;Turanlı, 2007;Xu, 2005;Van Voorhis, 2004;Warton, 2001). Öte yandan içeriği tekrardan ziyade, öğrencilerin ilgi ve ihtiyaçlarına, yaşlarına ve öğrenci merkezli eğitim anlayışına uygun iyi tasarlanmış ev ödevlerinin, öğrencinin yaşam boyu öğrenme süreci becerilerini de kapsayan akademik becerilerinin yanı sıra, akademik başarısını da artırdığı araştırmacılar tarafından vurgulanmaktadır (Bembenutty, 2011;Bempechat, 2004;İflazoğlu ve Hong, 2012;Cooper, 2006;Özcan ve Erktin, 2015;Ramdass ve Zimmerman, 2011;Rudman, 2014;Stoeger ve Ziegler, 2008;Xu, 2005;Warton, 2001).…”

Autonomous and Controlled Motivation for Parenting: Associations with Parent and Child Outcomes

“…In addition, research has found that autonomy supportive interventions are effective for children (Su and Reeve, 2011) and that parental autonomy support in their children's education predicts positive outcomes (e.g., Froiland 2011). In a qualitative study , Froiland (in press) found that parents experienced that parental autonomy support was associated with children gaining an intrinsic focus and greater enjoyment in many areas.…”