Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme

Angelica Moè, Idit Katz, Marianna Alesi

Research output: Contribution to journalArticlepeer-review

46 Scopus citations

Abstract

Background and aims: Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. Samples and results: The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework. In Study 2, 37 parents were involved in a four-session training programme that focused on sustaining autonomy-supportive scaffolding modalities. The training decreased parental negative affect, prevented child negative affect increase, and maintained child homework motivation. Conclusions: The discussion focuses on the strength that parents have with regard to helping their children develop less negative, and potentially also more positive attitude towards homework, through autonomy support as a scaffold for motivation.

Original languageEnglish
Pages (from-to)323-344
Number of pages22
JournalBritish Journal of Educational Psychology
Volume88
Issue number2
DOIs
StatePublished - 1 Jun 2018

Keywords

  • autonomous motivation
  • engagement
  • homework
  • scaffolding
  • training

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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