Parental involvement and adolescent learning strategies

Confalonieri, E.¹, Olivari, M. G.¹, Cuccì, G.^1
1Department of Psychology, Università Cattolica del Sacro Cuore, Cridee, Largo Gemelli, 1, 20123, Milan

 

Submission type

Oral only

Scheduled

Room 118, 10-07-2019, 13:30 - 15:00

Keywords

parental involvement, parental support, learning strategies, adolescence

Summary

A consistent body of research demonstrated the benefits of parental involvement on school children’s achievement as measured by grades and school enrollment (Hill & Taylor, 2004; Jeynes, 2005). More scarce is, instead, the research analyzing the role played by parental involvement on adolescent learning strategies and academic motivation. This study aimed at evaluating the role played by parental involvement and support on adolescent motivation, self-regulation and self-efficacy, distinguishing by adolescent gender.

Participants were 273 high school students (males=36%, females=64%) aged 13-19 (M=15.8; S.D.=1.5) attending 3 schools in Northern Italy. With parental written consent, participants completed a self-report questionnaire evaluating: perceived parental involvement in their school and academic life (FIQ; Fantuzzo et al., 2013), perceived parental support (MSPSS, Di Fabio & Busoni, 2008) and learning strategies (self-efficacy; motivation; self-regulation; MSLQ, adaptation by Bonanomi et al., 2018).

Stepwise regression models showed that self-efficacy is predicted by parental support and involvement for females (R2=16%). Motivation is predicted by parental support and involvement for males and females (respectively, R2=8%;R2=12%). Self-regulation is predicted by parental support for males and by parental support and involvement for females (respectively, R2=4%; R2=7%). Results suggest that in adolescence parents still play an important role in relation to learning strategies.

Auteurs