Parental Involvement and Motivation in Grade 10
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Roberto Ticar LimParental Involvement and Motivation in Grade 10
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Roberto Ticar LimCommon questions
Powered by AISelf-Determination Theory (SDT) identifies three innate psychological needs influencing academic motivation: autonomy, competence, and relatedness . Parental involvement supports autonomy by promoting students' sense of control over their learning, fosters competence by providing opportunities for skill development, and enhances relatedness by promoting a sense of connection to the school community .
The existing literature indicates a gap in understanding the specific relationship between parental involvement and academic motivation among Grade 10 students . While there is extensive research on other student groups, further investigation is necessary for this specific age cohort to tailor interventions effectively .
Jeynes (2007) supports the general consensus in the literature by demonstrating that parental involvement positively correlates with academic achievement. This meta-analysis consolidates findings from various studies, underscoring the consistent impact of parental engagement on student success .
The components of Self-Determination Theory—autonomy, competence, and relatedness—are integrated into the framework of parental involvement by ensuring that parents' actions support these psychological needs. Involved parents provide a learning environment that allows students to make choices (autonomy), supports skill development (competence), and fosters positive social connections (relatedness), all of which enhance academic motivation .
Autonomy, as influenced by parental involvement, plays a critical role in enhancing academic motivation. According to Self-Determination Theory, students feel more motivated when they perceive a sense of control over their learning process. Parental involvement that respects students' agency and encourages decision-making positively influences their motivation and engagement with academic tasks .
Implications from the literature suggest that educational policies should focus on fostering parental involvement that supports students' autonomy, competence, and relatedness to enhance motivation. Policies should acknowledge demographic differences and address barriers to equitable parental involvement across various socio-economic and ethnic groups .
Demographic variables like socioeconomic status (SES) and ethnicity can influence the relationship between parental involvement and academic motivation . Parental involvement might vary across different SES levels and ethnic backgrounds, potentially moderating its effect on academic outcomes .
Findings on demographic differences in parental involvement suggest future research should focus on identifying specific barriers and facilitators of parental engagement across diverse socio-economic and ethnic groups. Additionally, research can explore culturally sensitive approaches to enhance parental involvement and investigate how these approaches impact academic motivation and achievement .
Parental involvement is conceptualized as parents' participation in their children's education through activities like attending parent-teacher conferences, assisting with homework, and volunteering at school . Research has consistently shown that parental involvement positively influences students' academic achievement and motivation .
The literature describes that parental involvement enhances students' sense of belonging in the school community by supporting relatedness, a key component of academic motivation. This involvement helps students feel more connected and integrated into the school environment .