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Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme
Author(s) -
Moè Angelica,
Katz Idit,
Alesi Marianna
Publication year - 2018
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12216
Subject(s) - psychology , autonomy , affect (linguistics) , self determination theory , intrinsic motivation , developmental psychology , session (web analytics) , self efficacy , modalities , social psychology , social science , communication , sociology , world wide web , political science , computer science , law
Background and aims Based on the principles of scaffolding for motivation and on the assumptions of self‐determination theory, two studies aimed to assess the role played by perceived parental autonomy‐supportive scaffolding on child homework autonomous motivation, self‐efficacy, affect, and engagement. Samples and results The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy‐supportive while scaffolding for motivation, and hence developed autonomous motivation, self‐efficacy, and engagement in homework. In Study 2, 37 parents were involved in a four‐session training programme that focused on sustaining autonomy‐supportive scaffolding modalities. The training decreased parental negative affect, prevented child negative affect increase, and maintained child homework motivation. Conclusions The discussion focuses on the strength that parents have with regard to helping their children develop less negative, and potentially also more positive attitude towards homework, through autonomy support as a scaffold for motivation.