| Abstract [eng] |
How perceived parental involvement relates to emotions and learning motivation among 7th–8th grade students: achievement goal theory perspective Objective of the study is to determine how perceived parental involvement in the education of pupils in grades 7-8 relates to the experience of emotions related to parental involvement and motivation to learn. The study involved 325 students: 185 (56.9%) males, 129 (39.7%) females, 161 (49.5%) students from the 7th grade and 164 (50.5%) students from the 8th grade, from two pro-gymnasium schools in Vilnius. A correlation study was carried out. Instruments for the study: 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); Achievement Goal Questionnaire (AGQ), Elliot et al., 2008); Positive Affect and Negative Affect Schedule (PANAS), Watson et al., 1988). Sociodemographic data; The results showed that 7th grade pupils perceive their parents as more autonomy supportive in all dimensions of parental involvement in their children's education. Boys are more likely to avoid appearing incompetent in the educational process and to experience more negative emotions when parents are involved, as opposed to girls. Higher targets for pupils' competences encourage parents to talk more and to be more vocal about their expectations for their child's learning. Controlling parental involvement in helping a child with homework is associated with the experience of negative emotions. Autonomy-supportive conversations between parents and children promote children's experience of positive emotions. The results and limitations of the study are discussed. |
