Top

Journal of Child and Family Studies

Gepubliceerd in:

21-09-2019 | Original Paper

How Parental Involvement Influences Adolescents’ Academic Emotions from Control-Value Theory

Auteurs: Yan Dong, Hongfei Wang, Lin Zhu, Chen Li, Yuan Fang

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 2/2020

Abstract

Objectives

Parental involvement plays an important role in adolescents’ cognitive, emotional, and social development. However, whether parental involvement will influence adolescents’ academic emotions and, if so, what the underlining mechanism is have not been explored. This study aims to examine the mediation effects of adolescents’ academic self-efficacy and academic value between parental involvement and academic emotions.

Methods

In total, 391 triads (including students and their parents) participated in the study. Students ranged from 10 to 18 years old (M = 13.57, SD = 2.48) and included 194 males and 197 females. We established two models (both demonstrated acceptable model fit) to examine the mediation effects of academic value (academic intrinsic value and academic extrinsic value, respectively) and academic self-efficacy (academic self-efficacy of behavior and academic self-efficacy of ability, respectively).

Results

Our results indicate that academic intrinsic value played a full mediating role between parental involvement and academic emotions (enjoyment and boredom). Academic self-efficacy of behavior exhibited full mediation between parental involvement and academic boredom, whereas academic self-efficacy of ability fully mediated the relationship between parental involvement and academic enjoyment.

Conclusions

This study indicates that academic value and academic self-efficacy mediate parental involvement and academic emotions, broadening the research on parental involvement and supporting the control-value theory of academic emotions.

vorige artikel Maslow’s Hierarchy of Needs as a Framework for Understanding Adolescent Depressive Symptoms Over Time

volgende artikel An Accelerated Latent Class Growth Curve Analysis of Adolescent Bonds and Trajectories of Depressive Symptoms

Acee, T. W., Kim, H., Kim, H. J., Kim, J. I., Chu, H. N. R., & Kim, M., The Boredom Research Group. (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology, 35(1), 17–27.

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.

Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.

Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39–62.

Benner, A. D., Boyle, A. E., & Sadler, S. (2016). Parental involvement and adolescents’ educational success: the roles of prior achievement and socioeconomic status. Journal of Youth and Adolescence, 45(6), 1053–1064.PubMed

Boehme, K. L., Goetz, T., & Preckel, F. (2017). Is it good to value math? Investigating mothers’ impact on their children’s test anxiety based on control-value theory. Contemporary Educational Psychology, 51, 11–21.

Boon, H. J. (2007). Low- and high-achieving Australian secondary school students: their parenting, motivations, and academic achievement. Australian Psychologist, 42, 212–225.

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: research perspectives. Developmental Psychology, 22(6), 723–742.

Buff, A. (2014). Enjoyment of learning and its personal antecedents: testing the change-change assumption of the control-value theory of achievement emotions. Learning and Individual Differences, 31, 21–29.

Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: a meta-analysis. Educational Research Review, 14, 33–46.

Cheung, C. S. S., & Pomerantz, E. M. (2011). Parents’ involvement in children’s learning in the United States and China: implications for children’s academic and emotional adjustment. Child Development, 82(3), 932–950.PubMedPubMedCentral

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effect of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.PubMed

Dong, Y., & Yu, G. (2007). The development and application of an academic emotions questionnaire. Acta Psychologica Sinica, 39(5), 852–860.

Dong, Y., & Yu, G. (2010). Effects of adolescents’ academic emotions on their academic achievements. Journal of Psychological Science, 33(4), 934–937.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109–132.PubMed

Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford.

Eren, A., & Coskun, H. (2016). Students’ level of boredom, boredom coping strategies, epistemic curiosity, and graded performance. The Journal of Educational Research, 109(6), 574–588.

Epstein, J. L. (1991). Effects on student achievement of teachers’ practices of parent involvement. International Journal of Food Science and Technology, 25(3), 260–280.

Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53–74.

Fan, W., Williams, C. M., & Wolters, C. A. (2012). Parental involvement in predicting school motivation: similar and differential effects across ethnic groups. The Journal of Educational Research, 105(1), 21–35.

Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: a meta-analysis. Educational Psychology Review, 13(1), 1–22.

Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: a multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367–376.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226.PubMed

Garn, A. C., Simonton, K., Dasingert, T., & Simonton, A. (2017). Predicting changes in student engagement in university physical education: application of control-value theory of achievement emotions. Psychology of Sport and Exercise, 29, 93–102.

Gniewosz, B., Eccles, J. S., & Noack, P. (2014). Early adolescents’ development of academic self-concept and intrinsic task value: the role of contextual feedback. Journal of Research on Adolescence, 25(3), 459–473.

Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33(1), 9–33.

Gonzalez-Dehass, A. R., Williams, P. P., & Holbein, M. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99–123.

Grolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children's schooling: a multidimensional conceptualization and motivational model. Child Development, 65(1), 237–252.PubMed

Harris, S. G., & Mossholder, K. W. (1996). The affective implications of perceived congruence with culture dimensions during organizational transformation. Journal of Management, 22(4), 527–547.

Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children’s academic achievement pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164.

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763.PubMedPubMedCentral

Hu, L. T., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: sensitivity to underparametrized model misspesification. Psychological Methods, 3(4), 424–453.

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.

Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237–269.

Kasser, T., & Ryan, R. M. (1996). Further examining the American dream: differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 280–287.

Keith, T. Z., Keith, P. B., Troutman, G. C., Bickley, P. G., & Trivette, P. S. (1993). Does parental involvement affect eight-grade student achievement? Structural analysis of national data. School Psychology Review, 22(3), 474–496.

King, R. B., & Gaerlan, M. J. (2014). High self-control predicts more positive emotions, better engagement, and higher achievement in school. European Journal of Psychology of Education, 29(1), 81–100.

Liang, Y. (2002). Study on achievement goals, attribution styles and academic self-efficacy of college students. Wuhan, People’s Republic of China: Central China Normal University. Unpublished master’s thesis.

Liu, R. D., Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2017). Teacher support and math engagement: roles of academic self-efficacy and positive emotions. Educational Psychology, 38(1), 3–16.

Luo, W., Ng, P. T., Lee, K., & Aye, K. M. (2016). Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: a control-value theory perspective. Learning and Individual Differences, 50, 275–282.

Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771–801.

Mapp, K. L., Johnson, V. R., Strickland, C. S., & Meza, C. (2008). High school family centers: transformative spaces linking schools and families in support of student learning. Marriage & Family Review, 43(3–4), 338–368.

Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences, 20(6), 626–638.

Pekrun, R. (2006). The control-value theory of achievement emotions: assumptions, corollaries, and implications for educational research and practice. Education Psychology Review, 18(4), 315–341.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115–135.

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: the achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36, 36–48.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105.

Pekrun, R., Hall, N. C., Goetz, T., & Perry, R. P. (2014). Boredom and academic achievement: testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696–710.

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670.PubMed

Preacher, K. J., & Hayes, A. F. (2008). Contemporary approaches to assessing mediation in communication research. In A. F. Hayes, M. D. Slater & L. B. Snyder (Eds), The Sage sourcebook of advanced data analysis methods for communication research (pp. 13–54). Thousand Oaks, CA: Sage.

Putwain, D., Sander, P., & Larkin, D. (2013). Academic self-efficacy in study-related skills and behaviors: relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83(4), 633–650.PubMed

Rogers, W. M., & Schmitt, N. (2004). Parameter recovery and model fit using multidimensional composites: a comparison of four empirical parceling algorithms. Multivariate Behavioral Research, 39(3), 379–412.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.PubMed

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74.

Sheldon, K. M., Gunz, A., Nichols, C. P., & Ferguson, Y. (2010). Extrinsic value orientation and affective forecasting: overestimating the rewards, underestimating the costs. Journal of Personality, 78(1), 149–178.PubMed

Sheldon, K. M., & McGregor, H. (2000). Extrinsic value orientation and the “tragedy of the commons”. Journal of Personality, 68, 383–411.PubMed

Shi, L., Chen, Y., Hou, X., & Gao, F. (2013). Social economic status and study engagement: the mediating effects of academic self-efficacy among junior high school students. Psychological Development and Education, 29(1), 71–78.

Stark, L., Malkmus, E., Stark, R., Brünken, R., & Park, B. (2018). Learning-related emotions in multimedia learning: an application of control-value theory. Learning and Instruction, 58, 42–52.

Trautwein, U., Lüdtke, O., Kastens, C., & Köller, O. (2006). Effort on homework in grades 5–9: development, motivational antecedents, and the association with effort on classwork. Child Development, 77(4), 1094–1111.PubMed

Tze, V. M. C., Daniels, L. M., Klassen, R. M., & Li, C. H. (2013). Canadian and Chinese university students’ approaches to coping with academic boredom. Learning and Individual Differences, 23, 32–43.

Vahedi, M., & Nikdel, H. (2011). Emotional intelligence, parental involvement and academic achievement. Procedia-Social and Behavioral Sciences, 30, 331–335.

Wang, C. (2008). Correlation between high vocational college students’ learning burnout and academic self-efficacy and social support. Chinese Journal of Clinical Psychology, 16(7), 743–744.

Wang, H., & Hu, H. (2005). An investigation on the relations between the academic self-efficacy and mental health of normal university students. Journal of Psychological Science, 28(3), 675–677.

Wang, Y., & Ma, L. (2012). The development and antecedents of primary students’ academic emotions in the context of English instruction. Mental Health Education in Primary and Secondary Schools, 2, 11–14.

Yap, S. T., & Baharudin, R. (2016). The relationship between adolescents’ perceived parental involvement, self-efficacy beliefs, and subjective well-being: a multiple mediator model. Social Indicators Research, 126(1), 257–278.

Zeidner, M. (1998). Perspectives on individual differences. Test anxiety: the state of the art. New York, NY: Plenum Press.

Titel: How Parental Involvement Influences Adolescents’ Academic Emotions from Control-Value Theory
Auteurs: Yan Dong
Hongfei Wang
Lin Zhu
Chen Li
Yuan Fang
Publicatiedatum: 21-09-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Child and Family Studies / Uitgave 2/2020
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI: https://doi.org/10.1007/s10826-019-01586-3

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Objectives

Methods

Results

Conclusions

Log in om toegang te krijgen

Andere artikelen Uitgave 2/2020

Parent Perspectives on the Presentation, Triggers, Impact, and Support of Anxiety in Young Children on the Autism Spectrum

Adolescent Risk and Protective Factors Predicting Triple Trajectories of Substance Use from Adolescence into Adulthood

Mindful Parenting and Parenting Practices in Chinese Families of Children with Autism Spectrum Disorder

Helicopter Parenting, Autonomy Support, and Student Wellbeing in the United States and South Korea

Engaging Adolescents: Animal Assisted Therapy for Adolescents with Psychiatric and Substance Use Disorders

Longitudinal Links between Expressivity and African American Parent-Adolescent Relationships: A Dyadic Approach