14 SES 09 A, Methodologies for Out-of-School Learning, Parenthood & Family Motivational Climate
1) Analyze the effect of psychoeducational program on Family Motivational Climate in Spain families.
2) Study the crosscultural validity of the CMF questionnaire by comparing the outcome obtained in Spain and Cuba.
Theoretical framework and Objectives:
Demotivation is related to experiences of school failure. These experiences of failure can become troubled academic achievement and early school leaving. In Spain, in 2013, early school leaving (24, 9%) followed by doubling the average of the European Union (12.8%) (Official Gazette, 2013). This problem has been highlighted in studies of quality of education (Enguita and Martinez, 2010; Marchesi and Martin, 2000) which puts the spotlight on all agents or contexts that foster an effective school system and who has place the teaching-learning process.
How to contribute to the awareness by parents or other family members about their role in motivating their children towards learning? How to motivate parents to do? How to equip families strategies to facilitate reflection, the sense of self-efficacy and self-regulation of the parents? What aids are the most likely? Answering these questions designing procedures to involve families is the aim of this study we intend to do. More specifically, we will focus on one strategy (Epstein, 2014) to facilitate parents in developing skills that build this motivational climate in the family, such as psychoeducational programs. In addition, we have kept in mind the demand for educational and professional (Brezmes, 2010) as is the low involvement of many families in spaces centers or training programs.
Achieve the objectives of the program is important because 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). “Family motivational 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).
As part prior to the implementation of the program we have conducted validation of instruments that have allowed us to explore the issues and validate the theoretical model underpinning the program contents.
In this dissertation we propose to present the results of these studies Validation of instruments in two different cultural contexts: Spain and Cuba and the United States, in addition to the preliminary results of the effect of Motivational Climate Program of the Family in families Madrid, Spain.
For the adaptation and validation of the questionnaires (FMCP-Q), and to design our Program about Family Motivational Climate, we rely on the theoretical model of Parent Involvement of Pomerantz et al. (2005) including the motivational theories of Alonso-Tapia et al, (2015). Building on this theoretical model of Motivational Climate Family, we set as Objectives of our study:
- Reproduce the investigation/research conducted by Alonso-Tapia, Simon and Asensio(2013), in Madrid, and Santiago de Cuba in Children(CCMF-H).
- Desing and certify/approve the Motivational Family Climate Questionnaire for Parents (CCMF-P) conducted in the Spanish population. Study similarities and differences that parents and children have of it.
- Study the cross-cultural validity of the CMF and CMF-H-P questionnaires by comparing the outcome obtained in Spain and Cuba.
- Analyze the effect of psychoeducational program on Family Motivational Climate in Spain families.
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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