The role of parents' motivation in students' autonomous motivation for doing homework

Katz, Idit; Kaplan, Avi; Buzukashvily, Tamara

doi:10.1016/j.lindif.2011.04.001

Cited by 117 publications

(97 citation statements)

References 71 publications

(103 reference statements)

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“…However, this type of involvement is unlikely to support children's competence and motivation. In contrast, given the pressuring and intrusive nature of psychological control, psychologically controlling parenting likely undermines children's motivation and achievement (Katz, Kaplan, & Buzukashvily, 2011;Pomerantz, Moorman, & Litwack, 2007). Notably, parent-perceived academic success, rather than the child's actual achievement, was related to parents' increased intention to rely on psychologically controlling practices.…”

Section: Child-invested Contingent Self-esteem and Psychologically Comentioning

confidence: 99%

An Examination of the Dynamics Involved in Parental Child-Invested Contingent Self-Esteem

et al. 2015

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SYNOPSISObjective. The present study examined dynamics involved in parents' tendency to hinge their self-esteem on their children's achievements (i.e., child-invested contingent self-esteem). In two studies, a model was tested in which perceived social pressure to be an achievement-promoting parent, and parents' own controlled causality orientation, served as antecedents of parental child-invested contingent self-esteem which, in turn, was related to achievement-oriented psychologically controlling parenting. Design. Study 1 was a cross-sectional study in which 254 mothers, 248 fathers, and their 12-year-old children completed a self-report survey. Study 2 was a short-term longitudinal study of 186 parents of 10-year-old children. Results. Both studies provided support for the hypothesized model. Study 1 showed that the model held even when controlling for parents' level of self-esteem. Study 2 showed that increases in parental child-invested contingent self-esteem were related to increases in achievement-oriented psychologically controlling parenting even when controlling for child performance. Conclusions. Parents' tendency to invest their self-worth in their child's performance is related to a psychologically controlling parenting style and is influenced by parents' personality as well as their perception of the social environment.

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Section: Child-invested Contingent Self-esteem and Psychologically Comentioning

confidence: 99%

An Examination of the Dynamics Involved in Parental Child-Invested Contingent Self-Esteem

et al. 2015

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“…Indeed, a much more consistent pattem of associations between parental homework involvement and achievement has emerged from studies in which the quality of parental homework involvement has been examined. Specifically, parental help with homework seems to be beneficial when it is autonomy supportive, well stmctured, characterized by positive affect, accompanied by positive beliefs, and emotionally supportive (H. Cooper et al, 2000;Grolnick & Ryan, 1989;Katz, Kaplan, & Buzukashvily, 2011;Knollmann & Wild, 2007;Pomerantz et al, 2007Pomerantz et al, , 2005. Negative associations with leaming outcomes have been reported when parents' homework help is developmentally inappropriate, confusing to the child, inconsistent with school expectations, controlling and intmsive, or accompanied by negative parental emotions (H. Cooper et al, 2000;Desimone, 1999;Hoover-Dempsey & Sandier, 1997;Ng, Kenney-Benson, & Pomerantz, 2004;Pomerantz et al, 2005;Trautwein et al, 2006).…”

Section: The Quality Of Parental Homework Involvement and Its Relatiomentioning

confidence: 99%

“…Whereas parents' own motivation to help with homework clearly affects the way they become involved (Katz et al, 2011), the evidence regarding the role of the socioeconomic background of parents has been mixed. H. Cooper et al (2000) reported that poorer families indeed showed less autonomy support and more interference in the homework setting.…”

Section: Predictors Of the Quality Of Parental Homework Involvementmentioning

confidence: 99%

Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain.

Dumont

Trautwein

Nagy

et al. 2014

Journal of Educational Psychology

219

205

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This study examined predictors of the quality of parental homework involvement and reciprocal relations between the quality of parental homework involvement and students’ reading achievement and academic functioning in a reading-intensive subject (German). Data from 2,830 students in nonacademic tracks and their parents who were surveyed in both Grades 5 and 7 were analyzed. The quality of parental homework involvement was assessed via student reports. It was conceptualized as a multidimensional construct and measured by 3 dimensions proposed by self-determination theory: parental control, parental responsiveness, and parental structure. Whereas students’ academic functioning in Grade 5 predicted the way parents became involved in the homework process in Grade 7, the quality of parents’ help with homework did not depend on their socioeconomic background. Reciprocal relations between the quality of parental homework involvement and children’s academic functioning were observed: Low academic functioning of students in Grade 5 resulted in more parental control in Grade 7, and more parental control in Grade 5 was associated with lower academic functioning in Grade 7. Similarly, high academic functioning in Grade 5 resulted in more parental responsiveness and structure in Grade 7, and more parental responsiveness and structure in Grade 5 were associated with better academic functioning in Grade 7.

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“…Our model thus provides a challenge to the empirical literature to try to measure parental motivation. The educational literature has already attempted similar things (Bouchard et al 2007;Katz et al 2011;Grolnick and Slowiaczek 1994) using questionnaires to capture the motivation for parental involvement. In Grolnick and Slowiaczek (1994), these questionnaires present parents with different parental involvement activities and ask parents how true the following reasons for their involvement in the activity are: external (e.g., because I am supposed to), introjected (e.g., because I would feel guilty if I did not), identified (e.g., because I think it is important) and intrinsic (because it is fun) (Grolnick 2015).…”

Section: Concluding Discussionmentioning

confidence: 99%

Immigration and the school system

2017

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This paper presents a tractable model to study the effect of immigration on host countries' school system and student outcomes. In our model, education quality and student outcomes are determined endogenously by the interaction of parents, schools and policy-makers deciding educational resources. Immigration decisions are based on economic factors, immigration policy, as well as on "parental motivation" (parents' concerns about their children education achievement). The model yields results that are consistent with central empirical regularities of the school effects of immigration: (1) there is a negative effect of immigrant pupils on native students;We thank Paula Calvo for excellent research assistance. We thank Roberto Burguet, Jesus (2) the increasing shares of immigrant students are associated with the decline of school resources and quality; (3) the school performance of immigrant children is positively associated with immigration costs; and (4) school achievement increases in parental motivation and those immigrant children with highly motivated parents tend to outperform native children. Importantly, our analysis clarifies under which conditions these empirical regularities take place and emphasizes that the effect of immigration on native pupils is mediated by the way the school system reacts to changes in class composition.

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The role of parents' motivation in students' autonomous motivation for doing homework

Cited by 117 publications

References 71 publications

An Examination of the Dynamics Involved in Parental Child-Invested Contingent Self-Esteem

An Examination of the Dynamics Involved in Parental Child-Invested Contingent Self-Esteem

Quality of parental homework involvement: Predictors and reciprocal relations with academic functioning in the reading domain.

Immigration and the school system

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