Perceived parental monitoring and school motivation during adolescence: A bidirectional model

• Catherine Cimon-Paquet ^[2] ; Olivier Gaudet ^[2] ; Jérémie Verner-Filion ^[1] ; Marie-Hélène Véronneau ^[2]
  1. [1] University of Quebec

     University of Quebec

     Canadá

     
  2. [2] University of Quebec in Montreal
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 2, 2023, págs. 819-839
• Idioma: inglés
• DOI: 10.1007/s10212-022-00633-w
• Texto completo no disponible (Saber más ...)
• Resumen

  • School motivation is key to promoting optimal educational pathways. Some studies suggest that parental monitoring behaviors foster school motivation among adolescents; however, they did not examine the potential role of adolescents’ motivation in shaping parental monitoring behaviors. This longitudinal study aimed to examine the bidirectional associations between three types of school motivation (autonomous, controlled, and amotivation) and two types of perceived parental monitoring behaviors (solicitation and control). The sample consisted of 328 adolescents (212 girls, 116 boys; M = 15.78 years), assessed at the end of their third or fourth year of secondary school, and again, 1 year later. Path analyses revealed that over a 1-year period, bidirectional associations were found between autonomous motivation and perceived parental solicitation. Moreover, parental solicitation as perceived by the adolescents was associated with a decrease in amotivation during the following year. Findings provide support for the dynamic nature of the parent–child relationships and highlight the need to consider child-to-parent effects to promote positive school-related outcomes.

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