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Mothers’ motivation for involvement in their children’s schooling: mechanisms and outcomes

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Abstract

While research has examined factors associated with parent involvement, little work has focused on why parents are involved in their children’s schooling. This study thus assessed mothers’ motivation for involvement (measured on a continuum of autonomy), their level of involvement, and their affect when involved in relation to children’s motivation and academic performance. Participants were 178 fourth, fifth, and sixth grade students and their mothers. More autonomous motivation (identified, intrinsic) for involvement positively related to mothers’ levels of involvement and positive affect when involved. Identified motivation, as well as parental level of involvement, related to children’s academic perceived competence, self-worth, and reading grades. Results supported mediational models in which identified motivation was associated with higher academic perceived competence through cognitive involvement and reading grades through increased cognitive and personal involvement. For self-worth, there was an indirect path from identified motivation through personal involvement as well as a significant direct path. Results stress the importance of considering why parents are involved, especially when developing interventions to increase parent involvement.

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  1. Department of Psychology, Clark University, 950 Main Street, Worcester, MA, 01610, USA

    Wendy S. Grolnick

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  1. Wendy S. Grolnick
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Correspondence to Wendy S. Grolnick.

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Grolnick, W.S. Mothers’ motivation for involvement in their children’s schooling: mechanisms and outcomes. Motiv Emot 39, 63–73 (2015). https://doi.org/10.1007/s11031-014-9423-4

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  • DOI: https://doi.org/10.1007/s11031-014-9423-4

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