The Impact of Parents' Home- and School-Based Involvement on Adolescents' Intrinsic Motivation and Anxiety in Math

Autor/inn/en	Rubach, Charlott; Bonanati, Sabrina
Titel	The Impact of Parents' Home- and School-Based Involvement on Adolescents' Intrinsic Motivation and Anxiety in Math
Quelle	In: Psychology in the Schools, 60 (2023) 6, S.1615-1635 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rubach, Charlott)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22577
Schlagwörter	Parent Participation; Student Motivation; Mathematics Anxiety; Home Study; Parent School Relationship; Mathematics Teachers; High School Students; Grade 9; Grade 10 + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schulische Motivation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Parents experience difficulty helping their children with math at home. Math teachers can provide guidance or materials to parents. Little is known about whether this help from math teachers has benefits for parental support at home and thus contributes to students' academic development in math. The current study examines longitudinal associations between parents' perceived support from math teachers, parental academic support at home (reported from parents and students), and changes in students' intrinsic motivation and anxiety in math. Data stem from ninth and tenth graders (M[subscript age] = 14.49, SD = 0.93, 13 public schools, 56.5% girls) and their parents (N = 157 parent-child dyads). The latent structural equation model demonstrated no association between parents' perceived support from math teachers and their academic support at home. Parents' reported academic support at home was cross-sectionally and positively related to students' perceived parental academic support at home and students' intrinsic motivation. In addition, students' perceived parental academic support at home was associated with positive change in students' intrinsic motivation over the academic year. Furthermore, higher student intrinsic motivation leads to a decrease in their anxiety in math over the academic year. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01