Abstract
This study investigated motivational and affective processes behind qualitatively different parental involvement practices in children’s homework. Parent motivational beliefs (achievement goals, efficacy beliefs for their children, self-efficacy beliefs) were examined as predictors of parent autonomy support, control and interference, and parent positive and negative affect as mediators between motivational and behavioral parental variables. Α total of 807 5th Grade children and one of their parents participated in the sample. Structural equation modeling was utilized for data analysis. The results showed that mastery goals predicted positively autonomy support and negatively interference, whereas performance goals predicted controlling practices positively. Parent beliefs of children’s efficacy predicted negatively all three parental involvement practices, and parent self-efficacy beliefs positively predicted autonomy support and control. Both positive and negative affect predicted control and interference positively and mediated the relationship between parents’ efficacy beliefs and controlling practices. The results indicate the importance of examining relationships among motivational, affective and behavioral parental variables toward a better understanding of parental homework involvement quality.
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The research project was approved by the Ethics Committee of the Institute of Educational Policy of Greece (Research Section). Εntrance permission to the schools was provided by the Greek Ministry of Education. Parents completed informed consent forms for their participation in the study.
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Falanga Konstantina received a HFRI PhD Fellowship grant (GA. no. 40) from the Hellenic Foundation for Research and Innovation (HFRI) and the General Secretariat for Research and Technology (GSRT). Gonida Eleftheria and Stamovlasis Dimitrios, PhD supervisors, declare that they have no conflict of interest.
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Falanga Konstantina. School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece. E-mail: kfalanga@psy.auth.gr
Current themes of research
Parental involvement in students’ learning, child development, motivational and affective processes in learning.
Most relevant publications in the field of Psychology of Education
Falanga, K., Gonida, E. (2022, in press). Parental involvement in children’s homework: A literature review. Journal of Hellenic Psychological Society, 27, xx.
Falanga, K., Gonida, E. & Stamovlasis, D. (2021, August 23-27). Parental involvement in children’s homework: The role of parent motivational beliefs and affect. Paper session presented at the 19th Biennial EARLI Conference for Research on Learning and Instruction “Education and Citizenship: Learning and Instruction and the Shaping of Futures”, Gothenburg, Sweden (conducted fully online).
Gonida, E., Peixoto, F., Castro Silva, J., Nolden, P., Aivazidis, K., Stepanović Ilić, I., Krstć, K., Almeida, L. S., Taveira, M.D.C., Gouveia, M.J., Stamovlasis, D., Falanga, K., Divenović, M., Tošković, O., Wosnitza, M., Holder, L., Clinton, E., Delzepich, R. & Theilmann, K. (2019). SUnStAR IO1: Literature Review and Conceptualization. Technical Report.
Gonida Eleftheria. School of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece
Current themes of research
Development of academic motivation, self-regulated learning, academic help seeking, parental involvement in students’ learning.
Most relevant publications in the field of Psychology of Education
Gonida, E. N., & Lemos, M. (Guest Eds.) (2019). Motivation in Education at a Time of Global Change: Theory, Research and implication for Practice. In Advances in Motivation and Achievement Series, Vol. 20. Bingley, UK: Emerald.
Karabenick, S., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In Schunk, D. H., & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 421-433, 2nd ed.). New York: Routledge.
Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396.
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Stamovlasis Dimitrios. School of Philosophy and Education, Aristotle University of Thessaloniki, Thessaloniki, Greece
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Falanga, K., Gonida, E. & Stamovlasis, D. Predicting different types of parental involvement in children’s homework: the role of parent motivational beliefs and parent affect. Eur J Psychol Educ 38, 249–268 (2023). https://doi.org/10.1007/s10212-022-00613-0
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DOI: https://doi.org/10.1007/s10212-022-00613-0