Parental Involvement and Children’s Motivation and Achievement

A Domain-Specific Perspective

Authored by: Meredith L. Rowe , Geetha B. Ramani , Eva M. Pomerantz

Handbook of Motivation at School

Print publication date:  March  2016
Online publication date:  February  2016

Print ISBN: 9781138776166
eBook ISBN: 9781315773384
Adobe ISBN:

10.4324/9781315773384.ch23

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Abstract

Parents play a significant role in children’s psychological development, including how their cognitive and motivational capacities mature, as well as the school success that may be fostered by such capacities. A number of comprehensive reviews cover how parents’ involvement in children’s learning shapes children’s motivation and achievement (e.g., Grolnick, Friendly, & Bellas, 2009; Pomerantz, Kim, & Cheung, 2012). These reviews tend to focus on parenting in regards to children’s general learning (e.g., assisting with children’s homework and attending school events) with implications for their general motivation (e.g., the value children place on school and their engagement in school) and achievement (e.g., children’s grades across subjects). This emphasis reflects the sizeable theory and research identifying broad principles about how parents can best support their children’s learning in general. For example, parents’ involvement in children’s learning may be most beneficial for children when parents support children’s autonomy rather than attempt to control children (e.g., Pomerantz, Grolnick, & Price, 2005; Pomerantz, Moorman, & Litwack, 2007).

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