The Role of Parental Beliefs and Practices in Children's Motivation In The Changing World
Lerkkanen, M.-K., & Pakarinen, E. (2019). The Role of Parental Beliefs and Practices in Children's Motivation In The Changing World. In E. N. Gonida, & M. S. Lemos (Eds.), Motivation in Education at a Time of Global Change : Theory, Research, and Implications for Practice (pp. 151-167). Emerald Publishing Limited. Advances in Motivation and Achievement, 20. https://doi.org/10.1108/S0749-742320190000020008
Published inAdvances in Motivation and Achievement
© 2019 Emerald Publishing Limited
The role of parental involvement in their child’s education and academic success has been widely acknowledged in recent educational theories, policies, and practices. Parental beliefs and expectations concerning their child’s learning and success have been shown to be reflected in the parents’ involvement in their child’s education and their practices with their offspring, thereby shaping the child’s motivational development in school. In addition, parental trust in their child’s teacher is a key factor in enhancing the home–school partnership and in supporting a child’s academic motivation and successful schooling. However, political, economical, and technological changes in society and uncertainty about the future may present several challenges for raising children in the twenty-first century. The aim of this chapter is to present recent theories and empirical research focusing on the role of parental beliefs, expectations, and trust in their child’s teacher in supporting children’s interest in learning, self-concept of ability, and achievement behaviors in the challenging and unpredictable future. We will also reflect on how the changing world and uncertainty in society may influence parental beliefs and expectations in their child’s success. ...
PublisherEmerald Publishing Limited
Parent publication ISBN978-1-78754-614-1
Is part of publicationMotivation in Education at a Time of Global Change : Theory, Research, and Implications for Practice
Dataset(s) related to the publicationhttps://doi.org/10.17011/jyx/dataset/77741
Lerkkanen, Marja-Kristiina, Pakarinen, Eija (2021). Teacher and Student Stress and Interaction in Classroom (TESSI). V. 31.7.2021. https://doi.org/10.17011/jyx/dataset/77741. https://urn.fi/URN:NBN:fi:jyu-202109104845
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