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Coleman Brittany & Nell McNeese Mary (2009). « From home to school : The relationship among parental involvement, student motivation and academic achievement ». The international journal of learning, vol. 16, n° 7, p. 459–470. 
Added by: Feyfant Annie (28 Apr 2011 14:02:25 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Coleman2009
Categories: General
Keywords: famille, motivation, réussite scolaire
Creators: Coleman, Nell McNeese
Collection: The international journal of learning
Views: 898/1511
Views index: 23%
Popularity index: 5.75%
Abstract     
"This research study investigated the interrelationships among fifth grade students’ academic achievement, their parents’ involvement, and their motivation.

The 9,080 students and their parents were a nationally representative sample, whose responses were made available to us through the Early Childhood Longitudinal Program (ECLS) in the National Center for Education Statistics (NCES). The specific demographic information on the sample will be presented.

Results of the analysis of these quantitative data showed that the interrelationship between academic achievement and student motivation was direct, meaning that rising student motivation was likely to be associated with rising academic achievement. By contrast, the interrelationship between parental involvement and student motivation was an inverse relationship, as was the interrelationship between parental involvement and academic achievement. These inverse interrelationships mean that an increase in parental involvement was usually associated with a decrease in both student motivation and academic achievement.

These inverse relationships between parental involvement and student motivation and parental involvement and academic achievement were unexpected. It is possible that this can be explained by the students’ ages and maturity levels. Several students are entering puberty at this age and becoming more and more independent. With this, children tend to depend less on their parents and often want them less involved. One might assume that the students both begin resisting the support their parents provide by volunteering at their schools and start to distance themselves.

These results have implications for policy and practice, i.e. that parents of fifth grade students should consider the impact of their involvement on their children. Additionally, participants will be encouraged to consider these variables from their respective experiences."
Added by: Feyfant Annie  
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