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Parental Influences on Achievement Motivation and Student Engagement

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Handbook of Research on Student Engagement

Abstract

Underachievement and school disengagement have serious consequences, both at individual and societal levels. In this chapter, we adopt a strength-based perspective to examine the multiple ways in which parents foster achievement motivation and student engagement. Our theoretical orientation is grounded in Bronfenbrenner’s (1977) ecological systems theory in which the child is situated at the center of increasingly distal and interconnected spheres of influence, from family and school to community and societal institutions. Given the increasingly diverse composition of our nation’s schools, we place a premium on understanding how varied ethnic and cultural models of learning and socialization, particularly among low-income families, differentially influence parents’ educational socialization strategies and how these come to affect children’s developing achievement-related beliefs and behaviors. We examine several theoretical models of engagement, motivation, and parental involvement and highlight some notable research efforts that seek to explain parents’ roles in fostering motivation and engagement. We then share several models of innovative programs that have experienced success in creating authentic partnerships between parents, children, schools, and communities toward the goal of stemming the tide of underachievement and disengagement.

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Notes

  1. 1.

    It is important to note that there is controversy around how the high school dropout rate is calculated. The commonly reported metric, based on a dataset (Common Core of Data or CCD) managed by the US Department of Education, is the averaged freshman graduation rate, which is said to reflect the percent of 9th graders who graduate on time, 4 years later. However, the CCD reports enrolled, but not entering, 9th graders. This means that the dropout rate can include, at any time, the number of students who were not promoted out of or are voluntarily repeating the 9th grade (Roy & Mishel, 2008).

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Authors and Affiliations

  1. Department of Psychology and Human Development, Wheelock College, Boston, MA, USA

    Janine Bempechat Ed.D.

  2. Department of Leadership, Educational Psychology, and Foundations, Northern Illinois University, DeKalb, IL, USA

    David J. Shernoff Ph.D.

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  1. Janine Bempechat Ed.D.
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  2. David J. Shernoff Ph.D.
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Correspondence to Janine Bempechat Ed.D. .

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  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Bempechat, J., Shernoff, D.J. (2012). Parental Influences on Achievement Motivation and Student Engagement. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_15

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