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
NB.Lerkkanen, Marja-Kristiina, Pakarinen, Eija (2021). Teacher and Student Stress and Interaction in Classroom (TESSI). V. 31.7.2021.
Please see alsohttps://doi.org/10.17011/jyx/dataset/77741
Dataset related to the publication
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
The role of parents' and teachers' child-related competence beliefs in the development of students' self-concept of ability Pesu, Laura (University of Jyväskylä, 2017)Individuals’ perceptions about their abilities, that is, self-concepts of abilities, are crucial determinants of academic achievement and education-related choices. The aims of this research were to examine the role ...
Dong, Chuanmei; Mertala, Pekka (Elsevier, 2021)Teachers’ beliefs about young children’s technology use at home are intertwined with their beliefs about parents and their parenting practices. This paper reports a qualitative study of eight purposefully selected Chinese ...
Fruit and vegetable consumption among 3–5-year-old Finnish children and their parents : is there an association? Kähkönen, K.; Hujo, M.; Sandell, M.; Rönkä, A.; Lyytikäinen, A.; Nuutinen, O. (Elsevier, 2020)This study investigated the association between the home food environment and the consumption frequency of raw and cooked vegetables, berries and fruit among 3–5-year-old children and their mothers and fathers. The target ...
Sociodemographic Correlates of Parental Co-Participation in Digital Media Use and Physical Play of Preschool-Age Children Hasanen, Elina; Koivukoski, Henriikka; Kortelainen, Lauri; Vehmas, Hanna; Sääkslahti, Arja (MDPI AG, 2021)Young children’s digital media use and physical activity have gained attention in recent research. Parental co-participation has a major impact on children’s health consequences. This study addressed a gap in the research ...
Silinskas, Gintautas; Kikas, Eve (Routledge, 2019)The present study examined the longitudinal associations between children’s perceptions of parental involvement in math homework (control and support) and their math performance and motivation (taskpersistent homework ...