| Abstract [eng] |
Relationships Between Academic Achievements, Motivation and Parents' Involvement in Education of 5th-8th Grade Students With Attention Difficulties, Viktorija Urmanavičiūtė, Vilnius, Vilnius University, 2024, p. 59 The scientific literature often examines the relationships between students' learning motivation, academic achievement, and parental involvement in education, but research examining these relationships among students with attention difficulties is very lacking. Therefore, the goal of this study is to investigate the correlations between motivation, learning achievements and parents' involvement in education of students with attention difficulties in grades 5-8. 70 parents, 68 women and 2 men, and 70 children, 20 girls and 50 boys, participated in the study. Parental involvement in education was assessed with the Parental Involvement in School Questionnaire (Miller-Johnson, Sullivan & Simon, 2004), the Academic Self-Regulation Questionnaire (Ryan & Connel, 1989) was used to assess academic motivation, student achievement was assessed by the grade point average of the last semester or trimester. The results of the study showed that boys with attention difficulties have higher external regulation than girls. Student academic achievement is significantly positively associated with parental education. Parental involvement in education at home is significantly positively associated with students' external regulation, while parental involvement in school education is positively associated with intrinsic motivation. Academic achievement is significantly positively related to identified regulation, intrinsic and autonomous motivation. Parental involvement in school education predicts higher intrinsic motivation and introjected regulation. Students' intrinsic motivation and parents' education predict higher children's academic achievement. Students' intrinsic motivation is a mediator of parental involvement in school education and student academic achievement. |
