Motivation des parents à s’engager dans l’accompagnement scolaire de leur enfant au préscolaire : l’influence des croyances émotionnelles

Abstract

The growing interest of the educational sciences in the issue of parental involvement is undeniable; this is evidenced by the large and constantly increasing number of scientific publications on the subject. The research highlighted the positive influence of parental involvement on school performance but also on conative variables such as motivation to learn, attention, involvement in school tasks and school behaviour. While it is important to rigorously define the concept under study as well as target those aspects of parental involvement that are positively associated with school behaviour and performance, it is also important to focus on the levers that can explain why parents decide whether or not to invest in their child’s schooling. It is the psychological determinants and more particularly the motivational beliefs covering two dimensions: parental role construction and parental self-efficacy that are the focus of our attention in this article. Two results emerge more noticeably from our research. First, we point out the positive and significant influence of the parental role construction on school involvement through its two dimensions: participation in activities and communication. Second, we note that the parental self-efficacy, related to the help given to the child to succeed, in school explains parental involvement at home “the frequency with which parents offer informal mathematical activities”.

Keywords

• parental involvement
• motivational beliefs
• parental role construction
• self-efficacy