Angelica Moè1, Idit Katz2, Marianna Alesi3. 1. Department of General Psychology, University of Padova, Italy. 2. Department of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel. 3. Department of Psychological, Pedagogical and Educational Sciences, University of Palermo, Italy.
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.
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.
Authors: Simona Horanicova; Daniela Husarova; Andrea Madarasova Geckova; Andrea F de Winter; Sijmen A Reijneveld Journal: Front Psychol Date: 2022-03-30
Authors: Marianna Alesi; Manuel Gómez-López; Carla Chicau Borrego; Diogo Monteiro; Antonio Granero-Gallegos Journal: Int J Environ Res Public Health Date: 2019-07-29 Impact factor: 3.390