Parental involvement in homework: Relations with parent and student achievement‐related motivational beliefs and achievement

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108320/1/bjep12039.pd

ACADEMIC SELF-HANDICAPPING IN ADOLESCENCE: THE ROLE OF PERSONAL AND PERCEIVED CONTEXTUAL FACTORS

The  present study aimed to investigate academic self-handicapping in secondary school students. A number of personal factors (achievement goal orientations, self-efficacy, self-esteem, strategy use and prior achievement) as well as students’ perceptions of contextual factors (perceived classroom and parent goals, teacher-student relationship) were tested as potential predictors of academic self-handicapping. A total of 392 7th and 9th graders were asked to complete a set of self-report questionnaires measuring all the above variables adjusted for mathematics. Path analysis indicated that (a) self-efficacy beliefs for mathematics was a negative predictor of academic-self-handicapping, (b) mastery goals negatively predicted self-handicapping via self-efficacy beliefs and (c) perceived teacher-student relationship and  parent mastery goals were protective factors for academic self-handicapping via student mastery goals and self-efficacy beliefs. Findings are discussed in light of current theory and evidence, whereas educational implications and limitations are pointed out

Parental involvement in children’s homework: a literature review

Η εμπλοκή των γονέων στη σχολική εργασία των παιδιών στο σπίτι λαμβάνει ποικιλία μορφών με διακριτά ποιοτικά χαρακτηριστικά. Το παρόν άρθρο πραγματεύεται το ρόλο της ποιότητας της γονεϊκής εμπλοκής, τους παράγοντες πρόγνωσης υιοθέτησης συγκεκριμένων μορφών εμπλοκής και τα μαθησιακά αποτελέσματά τους για τα παιδιά. Σύμφωνα με τη σχετική βιβλιογραφία, οι πεποιθήσεις κινήτρων των γονέων, οι πεποιθήσεις τους για την αποτελεσματικότητα των ίδιων και των παιδιών τους και τα συναισθήματά τους προβλέπουν την υιοθέτηση εναλλακτικών μορφών γονεϊκής εμπλοκής με διαφορετικές συνέπειες στις θυμικές διεργασίες μάθησης και στη σχολική επίδοση των παιδιών. Ειδικότερα, η προαγωγή της αυτονομίας και η παροχή διακριτικής στήριξης στις προκλήσεις της σχολικής εργασίας, έναντι της χρήσης ελεγκτικών πρακτικών εμπλοκής, συμβάλλουν στην ανάπτυξη κινήτρων για μάθηση, υψηλών πεποιθήσεων ακαδημαϊκής ικανότητας/επάρκειας, θετικών συναισθημάτων, λειτουργικών μαθησιακών συμπεριφορών και σε θετικά  ακαδημαϊκά επιτεύγματα των παιδιών. Η ανάδειξη μέσα από τη συγκεκριμένη βιβλιογραφική επισκόπηση των σύνθετων σχέσεων μεταξύ του πλήθους των μεταβλητών γονέων και παιδιών στο πεδίο της κατ’ οίκον σχολικής εργασίας καταλήγει στη διατύπωση προτάσεων μελλοντικής έρευνας και πρακτικής εφαρμογής με σκοπό την προαγωγή της μάθησης και της σχολικής επίτευξης των παιδιών.Parental involvement in children’s homework takes a variety of forms with distinct qualitative characteristics. The present review paper discusses the role of quality of parental homework involvement, the predictors of specific involvement forms adopted by parents and their learning outcomes for children. According to relevant literature, parent motivational beliefs, efficacy beliefs, beliefs about children’s efficacy, and parent affect predict different forms of involvement which, in turn, are associated with different motivational, emotional, and learning outcomes. Specifically, autonomy granting and support in tackling homework challenges, opposite to controlling involvement practices, contributes to the development of children’s motivational beliefs towards learning, high academic competence beliefs, and positive emotions. The present review emphasizes the complexity of the relationships among the plethora of parent and children variables in the field of homework, identifies future research directions and provides recommendations for practice targeting the promotion of children’s learning and school achievement

Achievement goals for teaching and teacher efficacy: Their association with instructional practices

Στόχος της έρευνας ήταν η μελέτη των κινήτρων των Ελλήνων δασκάλων και η συμβολή τους στην υιοθέτηση λειτουργικών διδακτικών πρακτικών μέσα στην τάξη. Η έρευνα βασίστηκε στη Θεωρία των Στόχων Επίτευξης, όπως διαμορφώθηκε για τους εκπαιδευτικούς (Butler, 2007. 2012). Ειδικότερα, η μελέτη επικεντρώθηκε (α) στους προσανατολισμούς στόχων των εκπαιδευτικών για τη διδασκαλία (μάθησης, διδακτικής ικανότητας, αποφυγής εργασίας), (β) στις πεποιθήσεις της αποτελεσματικότητάς τους για το εκπαιδευτικό τους έργο, και (γ) στη συμβολή των δύο αυτών παραγόντων κινήτρου στις διδακτικές πρακτικές που εφαρμόζουν μέσα στην τάξη (προς τη μάθηση ή προς την επίδοση), όπως αυτές καταγράφονται μέσω των αυτο-αναφορών των εκπαιδευτικών. Στην έρευνα συμμετείχαν 151 εκπαιδευτικοί πρωτοβάθμιας εκπαίδευσης στους οποίους χορηγήθηκαν ερωτηματολόγια αυτο-αναφοράς. Οι αναλύσεις έδειξαν ότι οι προσανατολισμοί στόχων των ίδιων των εκπαιδευτικών προβλέπουν τις αυτο-αναφερόμενες διδακτικές τους πρακτικές προς τη μάθηση ή προς την επίδοση. Επιπλέον, ο προσανατολισμός προς το στόχο της μάθησης προβλέπει τις αντίστοιχες διδακτικές πρακτικές τόσο άμεσα όσο και διαμέσου των πεποιθήσεων αποτελεσματικότητας για το εκπαιδευτικό τους έργο. Σημαντικές διαφορές στις υπό εξέταση μεταβλητές βρέθηκαν ως προς το φύλο με τις γυναίκες εκπαιδευτικούς να αναφέρουν ότι υιοθετούν διδακτικές πρακτικές προς τη μάθηση περισσότερο από ό,τι οι άνδρες συνάδελφοί τους. Τα ευρήματα συζητώνται υπό το φως της τρέχουσας βιβλιογραφίας σχετικά με τα κίνητρα των δασκάλων και τη συμβολή τους στα ακαδημαϊκά αποτελέσματα των μαθητών.The aim of the study was to investigate Greek primary school teachers’ motivation for teaching and their contribution to adaptive instructional practices. Achievement Goal Orientation Theory, as developed for teachers, was the framework of the study (Butler, 2007). In particular, the study focused on (a) teachers’ goal orientations for teaching (mastery, performance, work-avoidance), (b) their efficacy beliefs and (c) the contribution of the two above factors on self-reported instructional practices (mastery or performance oriented). A sample of 151 primary school teachers participated in the study. They were administered a set of self-report questionnaires measuring the study variables. Data analyses indicated that teachers’ goal orientations predict their self-reported instructional practices towards mastery or performance. Moreover, teachers’ mastery goal orientation predicted their instructional strategies towards mastery directly, as well as indirectly via efficacy beliefs. Gender differences were found with women reporting higher mastery instructional strategies. The findings are discussed in light of the current literature about teachers’ motivation and its contribution to student educational outcomes

How do student prior achievement and homework behaviors relate to perceived parental involvement in homework?

This study investigated how students' prior achievement is related to their homework behaviors (i.e., time spent on homework, homework time management, and amount of homework), and to their perceptions of parental involvement in homework (i.e., parental control and parental support). A total of 1250 secondary students from 7 to 10th grade participated in the study. Structural equation models were fitted to the data, compared, and a partial mediation model was chosen. The results indicated that students' prior academic performance was significantly associated with both of the students' homework variables, with direct and indirect results linking achievement and homework behaviors with perceived parental control and support behaviors about homework. Lowachieving students, in particular, perceived more parental control of homework in the secondary grades. These results, together with those of previous research, suggest a recursive relationship between secondary school students' achievement and their perceptions of parental involvement in homework, which represents the process of student learning and family engagement over time. Study limitations and educational implications are discussed.This work has been funded by the Department of Science and Innovation (Spain) under the National Program for Research, Development and Innovation: project EDU2014-57571-P, and from the European Union, through the European Regional Development Funds and the Principality of Asturias, through its Science, Technology and Innovation Plan (grant GRUPIN14-100 and GRUPIN14-053).info:eu-repo/semantics/publishedVersio

Cognitive and Personality Predictors of School Performance From Preschool to Secondary School : An Overarching Model

In this article, existing research investigating how school performance relates to cognitive, selfawareness, language, and personality processes is reviewed. We outline the architecture of the mind, involving a general factor, g, that underlies distinct mental processes (i.e., executive, reasoning, language, cognizance, and personality processes). From preschool to adolescence, g shifts from executive to reasoning and cognizance processes; personality also changes, consolidating in adolescence. There are three major trends in the existing literature: (a) All processes are highly predictive of school achievement if measured alone, each accounting for ∼20% of its variance; (b) when measured together, cognitive processes (executive functions and representational awareness in preschool and fluid intelligence after late primary school) dominate as predictors (over ∼50%), drastically absorbing self-concepts and personality dispositions that drop to ∼3%–5%; and (c) predictive power changes according to the processes forming g at successive levels: attention control and representational awareness in preschool (∼85%); fluid intelligence, language, and working memory in primary school (∼53%); fluid intelligence, language, self-evaluation, and school-specific self-concepts in secondary school (∼70%). Stability and plasticity of personality emerge as predictors in secondary school. A theory of educational priorities is proposed, arguing that (a) executive and awareness processes; (b) information management; and (c) reasoning, self-evaluation, and flexibility in knowledge building must dominate in preschool, primary, and secondary school, respectively.acceptedVersionPeer reviewe

The role of parental achievement goals in predicting autonomy-supportive and controlling parenting

Although autonomy-supportive and controlling parenting are linked to numerous positive and negative child outcomes respectively, fewer studies have focused on their determinants. Drawing on achievement goal theory and self-determination theory, we propose that parental achievement goals (i.e., achievement goals that parents have for their children) can be mastery, performance-approach or performance-avoidance oriented and that types of goals predict mothers' tendency to adopt autonomy-supportive and controlling behaviors. A total of 67 mothers (aged 30-53 years) reported their goals for their adolescent (aged 13-16 years; 19.4 % girls), while their adolescent evaluated their mothers' behaviors. Hierarchical regression analyses showed that parental performance-approach goals predict more controlling parenting and prevent acknowledgement of feelings, one autonomy-supportive behavior. In addition, mothers who have mastery goals and who endorse performance-avoidance goals are less likely to use guilt-inducing criticisms. These findings were observed while controlling for the effect of maternal anxiety

Goal setting and self-efficacy among delinquent, at-risk and not at-risk adolescents

Setting clear achievable goals that enhance self-efficacy and reputational status directs the energies of adolescents into socially conforming or non-conforming activities. This present study investigates the characteristics and relationships between goal setting and self-efficacy among a matched sample of 88 delinquent (18 % female), 97 at-risk (20 % female), and 95 not at-risk adolescents (20 % female). Four hypotheses related to this were tested. Findings revealed that delinquent adolescents reported fewest goals, set fewer challenging goals, had a lower commitment to their goals, and reported lower levels of academic and self-regulatory efficacy than those in the at-risk and not at-risk groups. Discriminant function analysis indicated that adolescents who reported high delinquency goals and low educational and interpersonal goals were likely to belong to the delinquent group, while adolescents who reported high educational and interpersonal goals and low delinquency goals were likely to belong to the not at-risk group. The at-risk and not at-risk groups could not be differentiated. A multinomial logistic regression also revealed that adolescents were more likely to belong to the delinquent group if they reported lower self-regulatory efficacy and lower goal commitment. These findings have important implications for the development of prevention and intervention programs, particularly for those on a trajectory to delinquency. Specifically, programs should focus on assisting adolescents to develop clear self-set achievable goals and support them through the process of attaining them, particularly if the trajectory towards delinquency is to be addressed