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ERIC Number: EJ993895
Record Type: Journal
Publication Date: 2012-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 72
ISBN: N/A
ISSN: ISSN-0022-0663
Why Does Parents' Involvement Enhance Children's Achievement? The Role of Parent-Oriented Motivation
Cheung, Cecilia Sin-Sze; Pomerantz, Eva M.
Journal of Educational Psychology, v104 n3 p820-832 Aug 2012
This research examined the idea that children's parent-oriented motivation underlies the benefits of parents' involvement on children's engagement and ultimately achievement in school. Beginning in the fall of 7th grade, 825 American and Chinese children (mean age = 12.73 years) reported on their parents' involvement in their learning as well as multiple dimensions of their motivation in school every 6 months until the end of 8th grade. Information on children's self-regulated learning strategies and grades was also obtained. Over time, the more involved parents were in children's learning, the more motivated children were to do well in school for parent-oriented reasons, which contributed to children's enhanced self-regulated learning and thereby grades. Although children's parent-oriented motivation was associated with their controlled and autonomous motivation in school, it uniquely explained the positive effect of parents' involvement on children's grades. (Contains 2 tables and 3 figures.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States