Home, Parents, and Achievement Motivation: A Study of Key Home and Parental Factors that Predict Student Motivation and Engagement

Australian Educational and Developmental Psychologist

Volumn 26, Issue 2, 2009, Pages 111-126

  Mansour, Marianne ^a   Martin, Andrew J ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

home; motivation and engagement; parents

Indexed keywords

EID: 85017359492     PISSN: 08165122     EISSN: 18392504     Source Type: Journal    
DOI: 10.1375/aedp.26.2.111     Document Type: Article

References (55)

1. Australian Bureau of Statistics. (2006). Children's participation in cultural and leisure activities, Australia. Retrieved September 7, 2008, from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4901.0
2. Bassani, C. (2007). Five dimensions of Social Capital Theory as they pertain to youth studies. Journal of Youth Studies, 10, 17–34.
3. Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37, 887–907.
4. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56–95.
5. Bryk, A.S., & Raundenbush, S.W. (1992). Hierarchal linear models. Newbury Park, CA: Sage.
6. Catan, L. (2004) Becoming adult: Changing youth transitions in the 21st century: A synthesis of findings from the ESRC research programmes. Youth, citizenship and social change 1998–2003. Brighton: Trust for the Study of Adolescence.
7. Cohen, D., Dibble, E., & Grawe, J. (1977). Parental style-mothers' and fathers' perceptions of their relations with twin children. American General Psychiatry, 34, 445–451.
8. Coll, G., & Magnuson, K. (1997). The academic achievement of adolescents from immigrant families: the roles of family background, attitudes and behaviour. Child Development. 68, 351–363.
9. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. American Psychologist, 113, 487–496.
10. Deci, E.L., & Ryan, R.M. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11, 319–338.
11. Deci, E.L., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The selfdetermination perspective. Educational Psychologist, 26, 325–346.
12. Dempsey-Hoover, V, Walker, J., Sandler, H., Whetsel, D., Green, C., Wilkins, A., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106, 105–125.
13. Duran, B., & Weffer, R. (1992). Immigrants' aspirations, high school process, and academic outcomes. American Educational Research Journal, 29, 161–181.
14. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologists, 41, 1040–1048.
15. Feuerstein, A. (2007). School characteristics and parental involvement: Influences on participation in children's schools. Journal of Educational Research, 94, 1–29.
16. Fuchs, T., & Wobmann, L. (2005). Computers and student learning: Bivariate and multivariate evidence on the availability and use of computers at home and at school. Institute for Economic Research at the University of Munich. Working Paper No. 8, 1–29.
17. Gigliotti, R. J., & Brookover, W. B. (1975). The learning environment: A comparison of high and low achieving elementary schools. Urban Education, 10, 245–261.
18. Glick, E., & Marriot, B. (2007). Academic performance of young children in immigrant families: The significance of race, ethnicity, and national origins. The International Migrant Review, 41, 371–403.
19. Goldstein, H. (2003). Multilevel statistical models. London: Edward Arnold.
20. Gonzalez, A. (2002). Parental involvement: Its contribution to high school students' motivation. Urban Education, 75, 132–135.
21. Green, J., Martin, A.J., & Marsh, H.W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences, 17, 269–279.
22. Grolnick, W., & Slowiaczek, M. (1994). Parents' involvement in children's schooling: A multidimensional conceptualisation and motivational model. Child Development, 65, 237–252.
23. Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1995). Multivariate data analysis. Chicago, IL: Prentice.
24. Jacobs, J. E., Lanza, S., Osgood, W. D., Eccles, J. S., & Wigfield, A. (2002). Changes in children's selfcompetence and values: Gender and domain differences across grades one through to twelve. Child Development, 73, 509–527.
25. Jöreskog, K.G. & Sörbom, D. (2006). LISREL 8.80. Chicago: Scientific Software International.
26. MacDonald, A., Saunders, L., & Benfield, P. (1999). Boys' achievement progress, motivation and participation: Issues raised by the recent literature. Slough, UK: National Foundation for Educational Research.
27. Martin, A.J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling, 11, 1–20.
28. Martin, A.J. (2002). Motivation and academic resilience: Developing a model of student enhancement. Australian Journal of Education, 14, 34–49.
29. Martin, A.J. (2003a). Boys and motivation: Contrasts and comparisons with girls' approaches to schoolwork. Australian Educational Researcher, 30, 43–65.
30. Martin, A.J. (2003b). Enhancing the educational outcomes of boys: Findings from the ACT investigation into boys' education. Youth Studies Australia, 22, 27–36.
31. Martin, A.J. (2003c). The relationship between parents' enjoyment of parenting and children's school motivation. Australian Journal of Guidance and Counselling, 13, 115–132.
32. Martin, A.J. (2003d). The Student Motivation Scale: Further testing of an instrument that measures school students' motivation. Australian Journal of Education, 47, 88–106.
33. Martin, A.J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133–146.
34. Martin, A.J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Psychology, 77, 413–440.
35. Martin, A.J. (2008a). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239–269.
36. Martin, A.J. (2008b). The Motivation and Engagement Scale. Sydney, Australia: Lifelong Achievement Group (www.lifelongachievement.com).
37. Martin, A.J., Linfoot, K., & Stephenson, J. (2000). Exploring the cycle of mother-child relations, maternal confidence, and children's aggression. Australian Journal of Psychology, 52, 34–40.
38. Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–282.
39. Martin, A.J., & Marsh, H.W. (2008a). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53–83.
40. Martin, A.J., & Marsh, H.W. (2008b). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26, 168–184.
41. Ministerial Council on Education, Employment, Training and Youth Affairs. (2007).National Assessment Program. (2007). Retrieved October 15, 2008, from http: //www.naplan.edu.au/reporting_naplan_ 2008/reporting_naplan_2008.htm.
42. Norusis, M.J. (1994). SPSS: Professional statistics. Chicago, IL: SPSS Inc.
43. Organisation for Economic Co-Operation and Development (OCED). (2001). Programme for international student assessment (PISA) in brief: Highlights from the full Australian report. Melbourne, Australia: ACER.
44. Organisation for Economic Co-operation and Development (OECD; 2006). Student questionnaire for PISA 2006. Paris: OECD.
45. Pintrich, P.R. (2000). Educational psychology at the millennium: A look back and a look forward. Educational Psychologist, 35, 221–226.
46. Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667–686.
47. Pomerantz, E., & Moorman, E. (2007). The how, whom and why of parents' involvement in children's academic lives: More is not always better. Review of Educational Psychology, 77, 373–410.
48. Rowe, K.J., & Rowe, K.S. (1999). Investigating the relationship between students' attentive-inattentive behaviours in the classroom and their literacy progress. International Journal of Educational Research, 31, 1–138.
49. Ryan, M., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
50. SPSS Inc. (2007). Statistical package for the social sciences (SPSS) for windows, Version 14 [Computer software]. Chicago, IL: SPSS Inc.
51. Stevens, J.P. (2001). Applied multivariate statistics for the social sciences (4th ed.). Hillsdale, NJ: Lawrence Erlbaum.
52. Tabachnick, B.G., & Fidell, L. S. (2007). Using multivariate statistics. Boston: Allyn and Bacon.
53. U.S. Department of Education. (2003). National centre for education statistics, parent and family involvement in education survey of the 2003 national household education surveys program (PFN-NHES: 2003).
54. Vinson, T. (2002). Inquiry into the provision of public education. Sydney: Pluto Press.
55. Weaver-Hightower, M. (2003). The ‘boy turn’ in research on gender and education. Review of Educational Research, 73, 471–498.