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ERIC Number: EJ778205
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0256-2928
Quality of Parental Support and Students' Emotions during Homework: Moderating Effects of Students' Motivational Orientations
Knollmann, Martin; Wild, Elke
European Journal of Psychology of Education, v22 n1 p63-76 2007
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. (Contains 6 tables.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany