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Parental Influences on Achievement Motivation and Student Engagement

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Handbook of Research on Student Engagement

Abstract

Underachievement and school disengagement have serious consequences, both at an individual and societal level. In this chapter, we adopt a strength-based perspective to examine the multiple ways in which parents foster achievement motivation and student engagement. Our theoretical orientation is grounded in Bronfenbrenner’s (1977) ecological systems theory, in which the child is situated at the center of increasingly distal and interconnected spheres of influence, from family and school to community and societal institutions. Given the increasingly diverse composition of our nation’s schools, we place a premium on understanding how varied ethnic and cultural models of learning and socialization, particularly among low-income families, differentially influence parents’ educational socialization strategies, and how these come to affect children’s developing achievement-related beliefs and behaviors. We examine several theoretical models of engagement, motivation, and parental involvement and highlight some notable research efforts that seek to explain parents’ roles in fostering motivation and engagement. We then share several models of innovative programs that have experienced success in creating authentic partnerships between parents, children, schools, and communities towards the goal of fostering achievement and student engagement.

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  1. Boston University Wheelock College of Education and Human Development, Boston, MA, USA

    Janine Bempechat & Hannah J. Puttre

  2. Rutgers University, New Brunswick, NJ, USA

    David J. Shernoff & Shira Wolff

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    Amy L. Reschly

  2. University of Minnesota, Minneapolis, MN, USA

    Sandra L. Christenson

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Bempechat, J., Shernoff, D.J., Wolff, S., Puttre, H.J. (2022). Parental Influences on Achievement Motivation and Student Engagement. In: Reschly, A.L., Christenson, S.L. (eds) Handbook of Research on Student Engagement. Springer, Cham. https://doi.org/10.1007/978-3-031-07853-8_19

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