Abstract
Two studies investigated the relationship between, parental support, students’ motivational orientations, and students’ emotions during homework. It was assumed that intrinsically motivated students would feel better when parents provided much learning autonomy, while extrinsically motivated students would experience more positive affect when directive parental support was given. In study I, students (N=181) reported their emotions after having read two vignettes (autonomy-supportive vs. directive parental support). In study II, 38 students reported their motivation, the perceived quality of parental support, and their emotions after each of 21 homework sessions. Results of extreme group comparisons (intrinsic vs. extrinsic motivation) partly supported the assumed Aptitude-Treatment-Interaction: Even when students’ academic self-concept was controlled, extrinsically motivated students tended to report more negative affect than intrinsically motivated students under autonomy-supportive conditions; for directive parental support, the reverse trend was discovered. Consequences for homework interventions are discussed.
Résumé
Deux études exploraient les relations entre la qualité de l’engagement parental pendant des devoirs, la motivation des élèves d’apprendre et leurs émotions pendant les devoirs. On supposait que les élèves avec une motivation intrinsèque éprouvent des émotions positives si le support parental pendant les devoirs est caractérisé par l’encouragement à l’autonomie tandis que les élèves avec une motivation extrinsèque se sentent mieux si leurs parents les aident par une style autoritaire. Dans la première étude, des élèves (N=181) racontaient leurs émotions après avoir lu deux historiques fictives (style parental caractérisé par l’encouragement à l’autonomie vs. style parental autoritaire pendant les devoirs). Dans la deuxième étude, 38 élèves racontaient leurs émotions et comment ils ont aperçu la qualité de l’engagement parental après chacune des épisodes de devoirs. Des comparaisons entre deux groupes extrêmes supportaient partiellement ces hypothèses: même si le concept de soi académique des élèves fussent contrôlé, les élèves extrinsèquement motivés montraient tendancieusement plus d’émotions négatives si leurs parents les aidaient pendant les devoirs par l’encouragement à l’autonomie que ceux qui étaient motivés intrinsèquement. Les résultats du style parental autoritaire étaient contraires.
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This study is part of the ongoing research project “Fostering Self-Determined Forms of Learning Motivation at Home and in School”, which has been granted to Elke Wild by the German Research Foundation (WI 1607/1–1, 1–2).
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Knollmann, M., Wild, E. Quality of parental support and students’ emotions during homework: Moderating effects of students’ motivational orientations. Eur J Psychol Educ 22, 63–76 (2007). https://doi.org/10.1007/BF03173689
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DOI: https://doi.org/10.1007/BF03173689