| Abstract [eng] |
The aim of the study was to determine the relationship between seventh and eighth graders' perceived parental involvement in their education and the types of motivation for learning and the emotions they experience when their parents are (dis)involved in their education. The participants of this study were 325 students (185 boys and 129 girls) in grades 7-8 in two pro-gymnasiums in Vilnius city. A correlational study was carried out using the following research instruments: socio-demographic questions, Student-Rated Parental School Involvement Questionnaire (SR-PSIQ), Goulet et al., 2023); Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS), Rogers et al., 2018); The Academic Self-Regulation Scale, Positive Affect and Negative Affect Schedule, the Parental Support for Children's Learning Scale (Rogers, Hickey, Wiener, Heath & Noble, 2018). The findings of the study showed that 7th grade pupils perceived their parents to be more involved in their children's education compared to parents of 8th grade pupils, and were more likely to adopt an autonomy-supportive style of parental involvement in children's education. Boys in grades 7-8 are more introjected and intrinsically motivated, while girls are more likely to experience a lack of motivation. The perceived controlling style of parental involvement in the education of children in grades 7-8 and the negative emotions experienced by pupils when parents are involved in their children's education are positively predictive of a lack of motivation (amotivation). |
