A Weekly-Diary Study of Students' Schoolwork Motivation and Parental Support

Autor/inn/en	Wu, Yao; Hilpert, Peter; Tenenbaum, Harriet; Ng-Knight, Terry
Titel	A Weekly-Diary Study of Students' Schoolwork Motivation and Parental Support
Quelle	In: British Journal of Educational Psychology, 92 (2022) 4, S.1667-1686 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Yao) ORCID (Hilpert, Peter) ORCID (Tenenbaum, Harriet) ORCID (Ng-Knight, Terry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12532
Schlagwörter	Parent Participation; Student Motivation; Diaries; COVID-19; Pandemics; Secondary School Students; Grade 7; Grade 8; Grade 9; Foreign Countries; School Closing; Parent Child Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulische Motivation; Diary; Tagebuch; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Großbritannien
Abstract	Background: Parental support plays an important role in children's schoolwork motivation and may have been even more important during the first UK COVID-19 pandemic lockdown because all schoolwork was completed at home. When examining the effect of parental support on children's schoolwork motivation, research has typically focused on comparing families with each other (i.e., difference between families). In reality, however, the effect unfolds as a transactional, bidirectional process between parents and children over time (i.e., a within family process). This research trend can result in imprecise conclusions about the association between parental support and schoolwork motivation. Objectives: We examined bidirectional effects of parental schoolwork support and children's schoolwork motivation at both the between-family and within-family level. Methods: This study reports findings from a weekly-diary study conducted during the first UK COVID-19 school lockdown. Cross-lagged within and between multilevel modelling was used to analyse data from UK secondary school students (N = 98) in Years 7-9. Results: Between-family results show no evidence of association between motivation and parental support. Within-family results indicate that higher motivation (assessed as higher expectations of success) predicted more support from parents. However, in contrast with predictions, weekly levels of parental support did not predict children's weekly fluctuations in motivation. Conclusions: Within-family results were not consistent with between-family results. This study is novel in showing that child-driven effects appear to be important in eliciting parental support within families over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01