Parents' motivational beliefs about their involvement in young children's education

Ali Kemal Tekin

نتاج البحث: المساهمة في مجلةArticleمراجعة النظراء

16 اقتباسات (Scopus)

ملخص

This study sought to assess Turkish parents' motivational beliefs, including their role activity and self-efficacy beliefs about their involvement in young children's education. The impact of demographic characteristics on these motivational beliefs was also explored. Parents' motivational beliefs about their involvement were measured by using the adapted Turkish version of the related Level 1 scales from the Hoover-Dempsey and Sandler's parent involvement model. The study was conducted with 374 participants who had a child in first or second grade in elementary school. Moreover, a demographic survey was developed and used as the second instrument. The results suggested that Turkish parents as a group tend to have positive motivational beliefs about their involvement in their young children's education. Multiple linear regression analysis results revealed that parents' monthly family income is the strongest predictor of their beliefs for involvement. It was also found that parents' educational backgrounds influence their self-efficacy beliefs about helping their children succeed in school.

اللغة الأصليةEnglish
الصفحات (من إلى)1315-1329
عدد الصفحات15
دوريةEarly Child Development and Care
مستوى الصوت181
رقم الإصدار10
المعرِّفات الرقمية للأشياء
حالة النشرPublished - ديسمبر 2011
منشور خارجيًانعم

ASJC Scopus subject areas

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بصمة

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