Abstract
There is now ample evidence demonstrating the significant effects of parents’ involvement in their children’s schooling for children’s school success. Yet how these effects occur and what factors facilitate parent involvement are less well understood. This chapter will focus on understanding how parent involvement might exert its effects, including examining multiple forms of involvement (e.g., at school, at home), parents’ motivations for being involved (whether more controlled or autonomous), and whether involvement is provided in a more controlling versus autonomy-supportive manner. In addition, the chapter will provide evidence for a model in which parent involvement affects children’s achievement largely by facilitating children’s motivational resources of perceived competence, perceived control, and autonomous self-regulation. Further, it will address how multiple factors including parents’, teachers’, and principals’ attitudes and situations affect parents’ involvement. The chapter will stress the importance of a partnership model in which parents, teachers, and administrators must work together to ensure children’s school success.
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Grolnick, W.S. (2016). Parental Involvement and Children’s Academic Motivation and Achievement. In: Liu, W., Wang, J., Ryan, R. (eds) Building Autonomous Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-630-0_9
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DOI: https://doi.org/10.1007/978-981-287-630-0_9
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