Perceived Parental Monitoring and School Motivation during Adolescence: A Bidirectional Model

Autor/inn/en	Cimon-Paquet, Catherine; Gaudet, Olivier; Verner-Filion, Jérémie; Véronneau, Marie-Hélène
Titel	Perceived Parental Monitoring and School Motivation during Adolescence: A Bidirectional Model
Quelle	In: European Journal of Psychology of Education, 38 (2023) 2, S.819-839 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cimon-Paquet, Catherine) ORCID (Gaudet, Olivier) ORCID (Verner-Filion, Jérémie) ORCID (Véronneau, Marie-Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00633-w
Schlagwörter	Parenting Styles; Parent Child Relationship; Student Motivation; Outcomes of Education; Personal Autonomy; Correlation; Student Characteristics; Secondary School Students; Path Analysis + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schulische Motivation; Lernleistung; Schulerfolg; Individuelle Autonomie; Korrelation; Sekundarschüler; Pfadanalyse
Abstract	School motivation is key to promoting optimal educational pathways. Some studies suggest that parental monitoring behaviors foster school motivation among adolescents; however, they did not examine the potential role of adolescents' motivation in shaping parental monitoring behaviors. This longitudinal study aimed to examine the bidirectional associations between three types of school motivation (autonomous, controlled, and amotivation) and two types of perceived parental monitoring behaviors (solicitation and control). The sample consisted of 328 adolescents (212 girls, 116 boys; M = 15.78 years), assessed at the end of their third or fourth year of secondary school, and again, 1 year later. Path analyses revealed that over a 1-year period, bidirectional associations were found between autonomous motivation and perceived parental solicitation. Moreover, parental solicitation as perceived by the adolescents was associated with a decrease in amotivation during the following year. Findings provide support for the dynamic nature of the parent-child relationships and highlight the need to consider child-to-parent effects to promote positive school-related outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01