Social Psychology of Education ( IF 2.614 ) Pub Date : 2021-06-23 , DOI: 10.1007/s11218-021-09642-x Christine Maltais , Thérèse Bouffard , Carole Vezeau , Frédéric Dussault
The nature of the links between students’ motivation and their perception of parental concern about school performance is still controversial, and whether these links affect long-term self-directed learning behaviors and academic performance remains unclear. We tested the reciprocal associations between parental concern about performance and students’ school motivation over a 3-year period and examined whether these associations predict later self-directed learning behaviors and academic performance. From grade 6 to secondary 2, 744 students (52.2 % girls) completed an annual survey measuring their perception of parental concern about performance and their school motivation. In secondary 3 they reported their academic performance, while teachers rated their self-directed learning behaviors. Results show reciprocal associations of parental concern about performance and school motivation over the 3-year period, and this transactional model predicts students’ self-directed learning behaviors and performance 1 year later. The discussion highlights the important role of parents in promoting the motivation needed for students to become self-directed learners.
中文翻译:
父母关心孩子的表现重要吗?与学生的动机和自主学习行为发展的交易联系
学生的动机与他们对父母对学校表现的关注之间的联系的性质仍然存在争议,这些联系是否会影响长期的自主学习行为和学业成绩仍不清楚。我们测试了 3 年期间父母对表现的关注与学生的学校动机之间的相互关联,并检查这些关联是否能预测以后的自主学习行为和学业成绩。从 6 年级到中学 2 年级,744 名学生(52.2% 女生)完成了一项年度调查,衡量他们对父母对成绩和学校动机的关注的看法。在中三,他们报告了他们的学习成绩,而教师则对他们的自主学习行为进行了评分。结果显示了 3 年期间父母对表现和学校动机的关注相互关联,该交易模型预测了学生在 1 年后的自主学习行为和表现。讨论强调了父母在促进学生成为自主学习者所需的动力方面的重要作用。