NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ948591
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0022-0671
Parental Involvement in Predicting School Motivation: Similar and Differential Effects across Ethnic Groups
Fan, Weihua; Williams, Cathy M.; Wolters, Christopher A.
Journal of Educational Research, v105 n1 p21-35 2012
The authors investigated how different dimensions of parental involvement similarly or differentially linked to various constructs of school motivation (academic self-efficacy in mathematics and English, intrinsic motivation toward mathematics and English, and engagement) across ethnic groups of Caucasian, African American, Asian American, and Hispanic students. The structural equation modeling analyses revealed the existence of ethnic differences by providing evidence that (a) parental advising and parent-school communication concerning benign school issues were positively related to Hispanic students' intrinsic motivation toward English and academic self-efficacy in English, but negatively related to Asian American students' mathematics intrinsic motivation and/or mathematics self-efficacy; and (b) parental participation in school functions sporadically affected the school motivational constructs for only Caucasian and African American students. Despite the ethnic differences, similar findings across ethnic groups were also noted. Generally, results showed that parental aspiration for children's education positively related to student school motivational constructs, whereas school-parent communication regarding student school problems negatively predicted student school motivational constructs across ethnic groups. (Contains 4 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A