14 SES 13 A, Family Education, Parenting and School-Family-Community Links III
The motivation in students is one of the most common problems in schools. How can students feel interested and strive more to learn? They are some of the most repeated questions by teachers and parents. However, they, parents and teachers, with their performances, who essentially can promote learning environment and students, are motivated.
Literature suggests that teenagers perceive that the Family Motivational Climate affects their motivation for learning. They also declare that their parents are responsible for the degree of improvement experienced in interest, effort, ability of perception, expectations of success, resilience and satisfaction(Alonso-Tapia et al, 2013; Anhalt, Allexsaht-Snider & Civil, 2002; Shumow, 2010; Shumow, Lyutykh, & Schmidt, 2011; Shumow & Miller, 2001).
“Familymotivational climate” (FMC) due to its similarity with the concept of “Classroom motivational climate” (Alonso-Tapia & Fernández,2008; Ames, 1992): “Family” because it is made of parents’ behavioral patterns, “motivational” because these patterns may facilitate learning or performance goal orientations, and climate because it is the interaction between patterns that contributes to shaping students’ motivational orientation. (Alonso-Tapia et al, 2013).
In a previous study, our group validated Family Motivational Climate Questionnaire FMC-Q (Alonso-Tapia et al, 2013), in which perceptions of the children about their familiar motivational climate were characterized. But, how common or different could the perception of the parents and the children be, regarding the different factors of the environment that can benefit their interest for learning? The answer to this question is important for teachers, tutors and educational counselors when dealing with families who experience learning or academic difficulties. As well as by suggesting them ways to support their children in line with what is done at school.
For this reason, we developed a questionnaire for families: Family Motivational Climate Parents Questionnaire (FMCP-Q), analogous to Family Motivational Climate Questionnaire FMC-Q (Alonso-Tapia et al, 2013). The aim, through validation, is to assess how parents perceive the Family Motivational Climate (FMCP-Q) in which their children learn, as well as to compare both perceptions (parents and students). The adaptation of this Questionnaire (FMCP-Q) is part of the development of a prevention Psychoeducational program on Family Motivational Climate that we are going to conduct in secondary schools of Madrid.
For the adaptation and validation of the questionnaire (FMCP-Q), we rely on the theoretical model of Parent Involvement of Pomerantz et al. (2005) including the motivational theories of Alonso-Tapia et al,( 2013).
Sources and dimensions of Family Motivational Climate:
Parental affect, Parental value of children’s schooling and Parental expectations for children’s performance, produce Parents’ implication in educational process: Family motivational climate, through:
- Stress learning and process versus grades.
- Stress self-improvement versus competition.
- Stress the positive value of knowing.
- Devote time to help their children
- Are patient with children’s difficulties
- Show interest on culture.
- Show interest on Reading.
Kind of structure on children’s activities:
- Insist on the completion of homework.
- Control leiusure time.
- Rules are clearly stated.
- Give opportunities for autonomy.
Relationship with teachers / school:
- Value teacher’s point of view positively.
- Meet with teacher regularly.
- Participate in school activities.
Anhalt, C. O., Allexsaht-Snider, M., & Civil, M. (2002). Middle school mathematics classrooms: A place for Latina parents= involvement. Journal of Latinos and Education, 1(4), 255-262. Alonso-Tapia, J., Simón, C. y Asensio, C. (2013). Development and initial Validation of the Family Motivational Climate Questionnaire (FMCQ). Psicothema, 25 (2), 266-274 Alonso-Tapia, A. (2005). Motivar en la escuela, motivar en la familia [How to motivate in the school and in the family]. Madrid: Morata. Alonso-Tapia, J., Huertas, J.A., & Ruiz, M.A. (2010). On the nature of motivational orientations: Implications of assessed goals and gender differences for motivational goal theory. The Spanish Journal of Psychology, 13(1), 231-242. Alonso-Tapia, J., & Fernández, B. (2008). Development and initial validation of the Classroom Motivational Climate Questionnaire(CMC-Q). Psicothema, 20(4), 883-889. Ames, C. (1992). Achievement goals and the classroom motivational climate. In D.H. Schunk & J.L. Meece (Eds.), Students’ perceptions in the classroom (pp. 327-348). New York: Erlbaum. Arbuckle, J.L. (2003). Amos 5.0 update to the Amos user’s guide. Chicago: Small Waters. Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press. Fan, W., & Williams, C.M. (2010). The effects of parental involvement on students’ academic self-effi cacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-74. Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92(2), 367-376. Fulton, E., & Turner, L.A. (2008). Students’ academic motivation: Relations with parental warmth, autonomy granting, and supervision. Educational Psychology, 28(5), 521-534. Knollmann, M., & Wild, E. (2007). Quality of parental support and students’ emotions during homework: Moderating effects of students’ motivational orientations. European Journal of Psychology of Education, 22(1), 63-76. Pomerantz, E.M., Grolnick, W.S., & Price, C.E. (2005). The role of parents in how children approach achievement. In A.J. Elliot & C.S. Dweck (Eds.), Handbook of competence and motivation (pp. 259-296). New York: Guilford Press. Shumow, L., Lyutykh, E., & Schmidt, J.A. (2011). Predictors and outcomes of parental involvement with high school students in science. School Community Journal, 21(2), 1-98 Shumow, L. (2010). [Review of the book. Shumow, L. (2010). (Mis)Understanding families: Learning from real families in our schools. School Community Journal, 20(1), 209-213. Shumow, L., & Miller, J. (2001). Father's and mother's school involvement during early adolescence. The Journal of Early Adolescence, 21, 69 – 92.
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