In this paper we discuss what hinders and what promotes parental involvement in regular school, on account of the supplementary school which children attend alongside their regular school education. The main study lasted from autumn term 2002 to spring term 2004. A home-school mediation project was established in an urban school in Sweden to promote parental involvement. Here we will present the part of the study which is concerned with supplementary schools. The questions to be discussed in this paper are: is there a mutual distrust between parents and school, what motivates the parents to be engaged in supplementary schools and what hinders them from directing their engagement to the regular school? First we discuss trust and distrust between parents and teachers, secondly, on account of the answer to the question addressed, we try to understand why the parents put their energy and hope to supplementary schools.
{"title":"What hinders and what motivates parents’ engagement in school?","authors":"Laid Bouakaz, Sven Persson","doi":"10.54195/ijpe.18255","DOIUrl":"https://doi.org/10.54195/ijpe.18255","url":null,"abstract":"In this paper we discuss what hinders and what promotes parental involvement in regular school, on account of the supplementary school which children attend alongside their regular school education. The main study lasted from autumn term 2002 to spring term 2004. A home-school mediation project was established in an urban school in Sweden to promote parental involvement. Here we will present the part of the study which is concerned with supplementary schools. The questions to be discussed in this paper are: is there a mutual distrust between parents and school, what motivates the parents to be engaged in supplementary schools and what hinders them from directing their engagement to the regular school? First we discuss trust and distrust between parents and teachers, secondly, on account of the answer to the question addressed, we try to understand why the parents put their energy and hope to supplementary schools.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"15 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers’ authority relies partly on the mastery of substance but that is not enough if the purpose is to enhance students’ overall growth, self-knowledge and well-being. In today’s schools, a variety of new phenomena (e.g. multiculturalism, exclusion, etc.) challenges teachers’ work and teachers have to be able to cooperate with not only various pupils but also with parents and the community. The purpose of this article is to introduce and discuss a new approach to consider schooling, love-based practices in education. The fundamental aim is to provide activities in education that increase students’ sense of meaning and fulfillment, and with experiences of success. We also discuss how teachers’ love-based practice may enhance the emergence of productive learning partnerships with pupils, parents, and the surrounding community.
{"title":"Love-based Practice in Education","authors":"Satu Uusiautti, K. Määttä, Marju Määttä","doi":"10.54195/ijpe.18222","DOIUrl":"https://doi.org/10.54195/ijpe.18222","url":null,"abstract":"Teachers’ authority relies partly on the mastery of substance but that is not enough if the purpose is to enhance students’ overall growth, self-knowledge and well-being. In today’s schools, a variety of new phenomena (e.g. multiculturalism, exclusion, etc.) challenges teachers’ work and teachers have to be able to cooperate with not only various pupils but also with parents and the community. The purpose of this article is to introduce and discuss a new approach to consider schooling, love-based practices in education. The fundamental aim is to provide activities in education that increase students’ sense of meaning and fulfillment, and with experiences of success. We also discuss how teachers’ love-based practice may enhance the emergence of productive learning partnerships with pupils, parents, and the surrounding community.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"2 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Deslandes, Marie-Claude Rivard, F. Trudeau, J. Lemoyne, F. Joyal
Using a qualitative methodology, this study investigated the extent to which immigrant school-age children have adapted to their new “home” in Quebec, particularly in terms of development of healthy lifestyles and life skills and how their families, schools and other environmental environment shave contributed to their adaptation process. Semi-structured interviews groups were conducted with young children aged 8-13 years and their parents who have immigrated in the Mauricie region 2 to 5 years ago. Findings highlight the complementary roles of the various environmental milieus of the immigrant child. Parents, mainly mothers, have a major influence on eating habits while the school and teachers are uniquely positioned to promote physical activity, French language learning and friendship development. Children agree that the teachers encourage and help them to develop their life skills, but nevertheless credit their parents with being the primary influence. Avenues for interventions and future studies are being discussed.
{"title":"Role of family, school, peers and community in the adaptation process of young immigrants","authors":"R. Deslandes, Marie-Claude Rivard, F. Trudeau, J. Lemoyne, F. Joyal","doi":"10.54195/ijpe.18190","DOIUrl":"https://doi.org/10.54195/ijpe.18190","url":null,"abstract":"Using a qualitative methodology, this study investigated the extent to which immigrant school-age children have adapted to their new “home” in Quebec, particularly in terms of development of healthy lifestyles and life skills and how their families, schools and other environmental environment shave contributed to their adaptation process. Semi-structured interviews groups were conducted with young children aged 8-13 years and their parents who have immigrated in the Mauricie region 2 to 5 years ago. Findings highlight the complementary roles of the various environmental milieus of the immigrant child. Parents, mainly mothers, have a major influence on eating habits while the school and teachers are uniquely positioned to promote physical activity, French language learning and friendship development. Children agree that the teachers encourage and help them to develop their life skills, but nevertheless credit their parents with being the primary influence. Avenues for interventions and future studies are being discussed.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"97 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main topic of this paper is to clarify from a point of a researcher and practitioner a complex issue of parent-school cooperation under the pressures of long lasting and traumatic transitions in Serbian society. The paper consists of two parts. The first part includes «vertical» research based analysis focused on the parallel processes of change in a broader society and family’s functioning with reflections upon new meanings and potentials for parent involvement in academic socialization of their children. In the discourse of leading sociological and socio-psychological researches conducted during the last ten years, parental position and their potentials are described with the following words: confusion, stress, material deprivation, collapse and demoralization of family life, short-term adaptation strategies in rapidly changing environment, time and energy draining and lack of physical and psychological presence in the life of their children. The second part of the paper deals with «horizontal» research based analysis focused on actual and concrete manifestations of parent-school cooperation, parent’s needs and resources connected to elementary and secondary level of their children’s schooling. Leading psycho-pedagogical quantitative, qualitative and action-based researches conducted during 2006 are presented, with the aim of analyzing the actual state of functioning and identifying systemic knots that support, hamper or block family-school cooperation. Words like disengagement, passivesation, tension and dissatisfaction, pseudo-cooperation, decreasing of parental and school authorities, are emphasized in the discourse of this group of research. Finally, the author integrates two levels of analysis and suggests ways of improving the quality of parent engagement in school/education.
{"title":"Family-school cooperation in the context of traumatic transitions in Serbian society","authors":"Nada Polovina","doi":"10.54195/ijpe.18271","DOIUrl":"https://doi.org/10.54195/ijpe.18271","url":null,"abstract":"The main topic of this paper is to clarify from a point of a researcher and practitioner a complex issue of parent-school cooperation under the pressures of long lasting and traumatic transitions in Serbian society. The paper consists of two parts. The first part includes «vertical» research based analysis focused on the parallel processes of change in a broader society and family’s functioning with reflections upon new meanings and potentials for parent involvement in academic socialization of their children. In the discourse of leading sociological and socio-psychological researches conducted during the last ten years, parental position and their potentials are described with the following words: confusion, stress, material deprivation, collapse and demoralization of family life, short-term adaptation strategies in rapidly changing environment, time and energy draining and lack of physical and psychological presence in the life of their children. The second part of the paper deals with «horizontal» research based analysis focused on actual and concrete manifestations of parent-school cooperation, parent’s needs and resources connected to elementary and secondary level of their children’s schooling. Leading psycho-pedagogical quantitative, qualitative and action-based researches conducted during 2006 are presented, with the aim of analyzing the actual state of functioning and identifying systemic knots that support, hamper or block family-school cooperation. Words like disengagement, passivesation, tension and dissatisfaction, pseudo-cooperation, decreasing of parental and school authorities, are emphasized in the discourse of this group of research. Finally, the author integrates two levels of analysis and suggests ways of improving the quality of parent engagement in school/education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"37 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This presentation will focus, for the most part, on a project of parental involvement in a state primary school located in a predominantly working-class area in a Mediterranean country. It will draw briefly on qualitative empirical work carried out with a colleague (Carmel Borg). The presentation gives an account of the socio-economic context of the school, and foregrounds, through empirical data culled from transcribed semi-structured interviews, the voices of parents, administrators, school-council members and teachers. It will be argued that, if this project is to develop into a genuine exercise in democratic participation, parents must begin to be conceived of not as “adjuncts”, but “subjects”. The parents interviewed in this empirical work see themselves as such, and derive confidence from the fact that, at the time of the interview, their claims and recommendations were translating into concrete developments. The second part of the presentation will discuss the issue of parental involvement in schools within the context of a wider discussion on ‘changing the face of the school’ by helping it develop into a community learning centre. Insights from the work of Paulo Freire and his Education Secretariat, when he served as Education Secretary in the Municipal Government of São Paulo, Brazil, and from SMED in Porto Alegre, Brazil, will be drawn upon.
{"title":"Learning communities: schools, parents and challenges for wider community involvement in schools","authors":"Peter Mayo","doi":"10.54195/ijpe.18275","DOIUrl":"https://doi.org/10.54195/ijpe.18275","url":null,"abstract":"This presentation will focus, for the most part, on a project of parental involvement in a state primary school located in a predominantly working-class area in a Mediterranean country. It will draw briefly on qualitative empirical work carried out with a colleague (Carmel Borg). The presentation gives an account of the socio-economic context of the school, and foregrounds, through empirical data culled from transcribed semi-structured interviews, the voices of parents, administrators, school-council members and teachers. It will be argued that, if this project is to develop into a genuine exercise in democratic participation, parents must begin to be conceived of not as “adjuncts”, but “subjects”. The parents interviewed in this empirical work see themselves as such, and derive confidence from the fact that, at the time of the interview, their claims and recommendations were translating into concrete developments. The second part of the presentation will discuss the issue of parental involvement in schools within the context of a wider discussion on ‘changing the face of the school’ by helping it develop into a community learning centre. Insights from the work of Paulo Freire and his Education Secretariat, when he served as Education Secretary in the Municipal Government of São Paulo, Brazil, and from SMED in Porto Alegre, Brazil, will be drawn upon.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parent involvement in South African schools has been primarily limited to financing schools and parent volunteering. Legislation extended the right to parents and the community to participate in the school’s governing structures. This creates a framework for formal parent involvement but home-school partnerships should not be limited to this practice. A comprehensive model of partnership can provide a broader view of family, community and school relations. In order to prepare teachers to implement effective school, family and community partnerships, a Certificate in Parent Involvement was introduced at the University of South Africa through distance education. The curriculum is designed around the Epstein model of family, community and school partnerships. A brief review is given of the theory underlying the Epstein model and the typology comprising six types of parent and community involvement. A qualitative inquiry explored the implementation of this model in a small sample of schools. A document analysis was made of assignments written by teachers as part of their course work. Rich data (personal accounts corroborated by supporting material) was elicited by the assignment which required teachers to describe the implementation of one type of parent involvement in their school. Findings show how teachers adapted the model in pre-primary, primary and high schools in diverse communities in South Africa. Teachers created family friendly environments for parent encounters; used various strategies to communicate with the home; employed an expanded view of parent and community; introduced innovative volunteering; and illustrated positive results for teachers, learners and parents.
{"title":"Parent involvement in teacher education in South Africa","authors":"E. Lemmer","doi":"10.54195/ijpe.18270","DOIUrl":"https://doi.org/10.54195/ijpe.18270","url":null,"abstract":"Parent involvement in South African schools has been primarily limited to financing schools and parent volunteering. Legislation extended the right to parents and the community to participate in the school’s governing structures. This creates a framework for formal parent involvement but home-school partnerships should not be limited to this practice. A comprehensive model of partnership can provide a broader view of family, community and school relations. In order to prepare teachers to implement effective school, family and community partnerships, a Certificate in Parent Involvement was introduced at the University of South Africa through distance education. The curriculum is designed around the Epstein model of family, community and school partnerships. A brief review is given of the theory underlying the Epstein model and the typology comprising six types of parent and community involvement. A qualitative inquiry explored the implementation of this model in a small sample of schools. A document analysis was made of assignments written by teachers as part of their course work. Rich data (personal accounts corroborated by supporting material) was elicited by the assignment which required teachers to describe the implementation of one type of parent involvement in their school. Findings show how teachers adapted the model in pre-primary, primary and high schools in diverse communities in South Africa. Teachers created family friendly environments for parent encounters; used various strategies to communicate with the home; employed an expanded view of parent and community; introduced innovative volunteering; and illustrated positive results for teachers, learners and parents.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139279986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present paper investigates parental involvement in a rural primary school in Kenya. Qualitative interviews have been used to gather information from ten parents, a class teacher and a head teacher. The aim of the case study is to find out how – if at all – parents are involved in their children’s education, and how important parents’ background and involvement in school activities are for their children’s results. It is also interested in determining whether the school-home relationship in rural Kenya may provide new knowledge to the relationship between minority parents and schools in western countries. The findings of the study indicate no shared responsibility between parents and school; the school is solely responsible for students’ education. Normally, parents’ responsibility is limited to providing economic resources: buying school uniforms, books and other necessities. Where the mother tongue is not a school language, some parents also prepare their children for school by code-switching at home: using both the school language and the mother tongue. There is hardly any relationship to be found between parents’ involvement and students’ results. The findings from the study may provide new knowledge about minority parents’ involvement in school in western education.
{"title":"“I Buy Paraffin So He Can Read in the Evening” – A Study from Kenya about Parental Involvement in School","authors":"Kari Spernes","doi":"10.54195/ijpe.18172","DOIUrl":"https://doi.org/10.54195/ijpe.18172","url":null,"abstract":"The present paper investigates parental involvement in a rural primary school in Kenya. Qualitative interviews have been used to gather information from ten parents, a class teacher and a head teacher. The aim of the case study is to find out how – if at all – parents are involved in their children’s education, and how important parents’ background and involvement in school activities are for their children’s results. It is also interested in determining whether the school-home relationship in rural Kenya may provide new knowledge to the relationship between minority parents and schools in western countries. The findings of the study indicate no shared responsibility between parents and school; the school is solely responsible for students’ education. Normally, parents’ responsibility is limited to providing economic resources: buying school uniforms, books and other necessities. Where the mother tongue is not a school language, some parents also prepare their children for school by code-switching at home: using both the school language and the mother tongue. There is hardly any relationship to be found between parents’ involvement and students’ results. The findings from the study may provide new knowledge about minority parents’ involvement in school in western education.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"33 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Why home and kindergarten, these meaningful places, are such different worlds? Why are there different meanings attached to meaningful places? And why do two places have absolutely different meaning to a six-year old child? What does the social process in the places look like, and how is this influences by ‘meaningful others’? These questions are the core of me paper. Such different spaces also: people such as ‘meaningful others’, child, his/her parents and peers make a child become a part of a society. And the way in which the space influences the child, depends on his/her socialisation process. Through the semiotic analysis of children’s drawings I am going to show how the emotional level connects with places and people, that I selected. I am going to characterise these places, that is: home and kindergarten, but also I am going to show that these places are not empty. They are full of people, who are more or less meaningful to the child.
{"title":"Emotional space. Home vs institutionalised space. Kindergarten, as a meaningful place for six-year-old children","authors":"Malgorzata Karczmarzyk","doi":"10.54195/ijpe.18274","DOIUrl":"https://doi.org/10.54195/ijpe.18274","url":null,"abstract":"Why home and kindergarten, these meaningful places, are such different worlds? Why are there different meanings attached to meaningful places? And why do two places have absolutely different meaning to a six-year old child? What does the social process in the places look like, and how is this influences by ‘meaningful others’? These questions are the core of me paper. Such different spaces also: people such as ‘meaningful others’, child, his/her parents and peers make a child become a part of a society. And the way in which the space influences the child, depends on his/her socialisation process. Through the semiotic analysis of children’s drawings I am going to show how the emotional level connects with places and people, that I selected. I am going to characterise these places, that is: home and kindergarten, but also I am going to show that these places are not empty. They are full of people, who are more or less meaningful to the child.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"36 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Dannesboe, Niels Kryger, Charlotte Paludan, Birte Ravn
In a contemporary Danish context, most children and young people, as well as their teachers and parents, consider homework an integrated part of schooling. This article presents findings from a Danish research project: Home-school co-operation as a cultural given (a multi-sited ethnographic study financed by the Danish Research Councils and the Danish School of Education). This part of the study focuses on practices and narratives concerning experiences of, and attitudes to, homework among a number of children and their families in five different schools in four different areas of Copenhagen, encompassing three age-groups (5-6, 12-14, 15-16 years). The aim is to understand what homework means to the actors involved and how the children and their families cope with homework in their everyday lives.Homework appears as a theme in a multitude of manners: in children’s daily experiences with homework; as an issue between children and their families; and as a disciplining strategy imposed on families by the teachers. Even though the pupils did not enjoy homework as a concrete activity, they expressed a need for homework (or the imagination of homework) as a symbol of constructing themselves as schoolchildren/young people. Homework was seen as a burden, yet something unavoidable. In a future-life perspective, homework can be seen as socialisation to a labour-market depending on obligations and submissions, and as an extension of labour time into leisure and family life.
{"title":"The social world of children’s homework","authors":"K. Dannesboe, Niels Kryger, Charlotte Paludan, Birte Ravn","doi":"10.54195/ijpe.18165","DOIUrl":"https://doi.org/10.54195/ijpe.18165","url":null,"abstract":"In a contemporary Danish context, most children and young people, as well as their teachers and parents, consider homework an integrated part of schooling. This article presents findings from a Danish research project: Home-school co-operation as a cultural given (a multi-sited ethnographic study financed by the Danish Research Councils and the Danish School of Education). This part of the study focuses on practices and narratives concerning experiences of, and attitudes to, homework among a number of children and their families in five different schools in four different areas of Copenhagen, encompassing three age-groups (5-6, 12-14, 15-16 years). The aim is to understand what homework means to the actors involved and how the children and their families cope with homework in their everyday lives.Homework appears as a theme in a multitude of manners: in children’s daily experiences with homework; as an issue between children and their families; and as a disciplining strategy imposed on families by the teachers. Even though the pupils did not enjoy homework as a concrete activity, they expressed a need for homework (or the imagination of homework) as a symbol of constructing themselves as schoolchildren/young people. Homework was seen as a burden, yet something unavoidable. In a future-life perspective, homework can be seen as socialisation to a labour-market depending on obligations and submissions, and as an extension of labour time into leisure and family life.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (An-tunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to self-enhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally, data in this study converges with the existing literature that highlights the mediating role of individual characteristics such as self-concept and motivational orientations in the relationship between parental attitudes and academic achievement.
{"title":"“Is it beneficial to stress grades to my child?” – Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents","authors":"F. Peixoto","doi":"10.54195/ijpe.18184","DOIUrl":"https://doi.org/10.54195/ijpe.18184","url":null,"abstract":"In this study we analyse the relations of parental attitudes towards academic achievement (process-centred vs. performance-centred) with self-representations, motivational orientations and academic achievement. Participants were 498 students attending 7th and 9th grades. To collect data we used a self-concept scale (Peixoto & Almeida, 1999), a scale of motivational orientations (Skaalvik, 1997), and a scale to assess parental attitudes towards academic performance (An-tunes & Fontaine, 2003). Correlation analysis showed positive associations between processes centred attitudes and academic self-concept, self-esteem, task orientation, and academic achievement. Performance centred attitudes were negatively correlated with academic self-concept, self-esteem and academic achievement, and positively related to self-enhancing ego orientation, self-defeating ego orientation and avoidance orientation. Structural equation modelling revealed different paths, in the relationship between parental attitudes and academic achievement, for process centred attitudes and for performance centred attitudes. Results in this study support the idea that the perception of parental attitudes centred in the process are related to positive outcomes while parental attitudes centred on performance are related to less positive outcomes. Finally, data in this study converges with the existing literature that highlights the mediating role of individual characteristics such as self-concept and motivational orientations in the relationship between parental attitudes and academic achievement.","PeriodicalId":355712,"journal":{"name":"International Journal about Parents in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139280123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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