Family and School Influences on Student Motivation and School Achievement

Jacquelynne S. EcclesJacquelynne S. Eccles University of MichiganUniversity of Michigan

Presentation at Swiss Educational Society MeetingPresentation at Swiss Educational Society Meeting Bern, SwitzerlandBern, Switzerland

Fall 2003Fall 2003

Motivation

Engagement

Learning and Achievement

Critical Motivational Beliefs Confidence in One’s Academic Abilities – Confidence in One’s Academic Abilities –

Can I Do the Task? Can I Master the Can I Do the Task? Can I Master the Material?Material?

Valuing the Task – Do I Want to Do the Valuing the Task – Do I Want to Do the Task?Task?– EnjoymentEnjoyment– Importance to SelfImportance to Self– Usefulness for Short and Long Range GoalsUsefulness for Short and Long Range Goals

Students’ Goals &General Self-Schemata

Short Term GoalsLong Term GoalsPersonal Identity

Social Identity

ConfidenceIn

One’s Ability

Valuing of School Achievement and

Learning

EnjoymentImportance

Utility

Engagement and Achievement

Choices

Goals of Talk

Summarize the Ways in Which Parents Can Summarize the Ways in Which Parents Can Influence These Motivational BeliefsInfluence These Motivational Beliefs

Summarize the Ways in Which Teachers and Summarize the Ways in Which Teachers and Parents Can Work Together to Influence Parents Can Work Together to Influence These Motivational BeliefsThese Motivational Beliefs

How Might Parents Influence Their Children’s How Might Parents Influence Their Children’s Motivation to Engage in Academic Subjects Motivation to Engage in Academic Subjects and In School Achievement?and In School Achievement?

Family Demographic Characteristics:

Social ClassEducationCulture

Parent GeneralValues and Beliefs:

Importance ofschool success

StereotypesParent Behaviors:

•Role Modeling•Instruction•Provision of educational experiences•Emotional •support•Involvement at school•Collaboration with teachers

Child’sSchool

Motivation

Child’sCharacteristics

SexIntelligenceOther Aptitudes

Parents’ Child Specific Beliefs

Expectations

Perceptions of child’s abilitiesand interests

Goals

Let’s Look First at the Influence of Family Let’s Look First at the Influence of Family Demographic CharacteristicsDemographic Characteristics– In a National SampleIn a National Sample– In One of My Own StudiesIn One of My Own Studies

Parent Education Model

Parent's Education

Father'sEducation

Mother'sEducation

ParentExpectations for

Schooling

CognitivelyStimulating

HomeEnvironment

EmotionalClimate in the

Home

MathAchievement

EnglishAchievement

Self-Concept-English

BehavioralProblems

Self-Concept-Math

.80

.78 .31

.23

.54

.17

.47

.31

.30

.13

-.14

-.09

-.10

.12

.13

.70

.72

.88

.69

..95

.96

.94

.66

MADICS: Maryland Adolescence Development in Context Study

Percent

0

10

20

30

40

50

60

70

80

Sample Longitudinal StudyLongitudinal Study

– Followed from 7Followed from 7thth Grade (age = 11) Grade (age = 11)– to age 23to age 23– Data collected in 7Data collected in 7thth grade, 8-9 grade, 8-9thth grade, 11-12 grade, 11-12thth grade, grade,

one year post 12one year post 12thth grade, three years post 12 grade, three years post 12thth grade grade

Sample Size = 755Sample Size = 755 66% African American66% African American 50% Female50% Female

Family SES Variables Parent Income (Family)Parent Income (Family)

– Mean: $52,987 Mean: $52,987 – St. dev: $25,407St. dev: $25,407– Range: $3,500 to > $150,000Range: $3,500 to > $150,000

Parent Education (Highest)Parent Education (Highest)– High school degree or below: High school degree or below: 30%30%– Some college: 29%Some college: 29%– College degree: College degree: 22%22%– Advanced degree: Advanced degree: 18%18%

Methods

Data were collected from interviews and surveys Data were collected from interviews and surveys administered in the home to the parents and target administered in the home to the parents and target adolescent adolescent

Data to be presented next were gathered at the beginning of Data to be presented next were gathered at the beginning of 7th grade (1991) and in the summer following the 8th grade 7th grade (1991) and in the summer following the 8th grade (1993).(1993).

SSchool record data was obtained in 1991 and 1993 (which chool record data was obtained in 1991 and 1993 (which included the 5included the 5thth grade California Achievement Test scores). grade California Achievement Test scores).

Family Influences: Model To Be Tested

Achievement

Family Income

Parent Education

Prior Achievement

Educational Activities

Parent Efficacy

Parental Education Expectations

Perceived Rule Structure

Parent Beliefs Academic Efficacy (alpha = .79)Academic Efficacy (alpha = .79)

– e.g., How much can e.g., How much can youyou do to get your do to get your 77thth grader… grader… to do to do (his/her) homework? (his/her) homework?

(1=nothing; 2=a little; 3=some; 4=a lot) (1=nothing; 2=a little; 3=some; 4=a lot)

Educational Expectations (single item)Educational Expectations (single item)– ……how far do you think (7how far do you think (7thth grader) will actually go in school? grader) will actually go in school?

(e.g., 3 = Graduate from high school; 9 = MD, Law, PhD or (e.g., 3 = Graduate from high school; 9 = MD, Law, PhD or other doctoral degree) other doctoral degree)

Parent Behavior Family Structure (alpha = .65)Family Structure (alpha = .65)

– e.g., Do you have family rules or expectations for e.g., Do you have family rules or expectations for your 7your 7thth grader about... doing homework? grader about... doing homework?

(1 = No; 2= Yes) (1 = No; 2= Yes)

Educational ActivitiesEducational Activities– How often have How often have youyou or or your spouse/partneryour spouse/partner … …

helped your 7helped your 7thth grader do homework or a school grader do homework or a school project? project?

(1 = never; 6 = daily, more than 1 hour)(1 = never; 6 = daily, more than 1 hour)

Youth Achievement Academic Achievement - Grade 5Academic Achievement - Grade 5

– California Achievement Test (Total Scale Score)California Achievement Test (Total Scale Score) Academic Achievement - Grade 8Academic Achievement - Grade 8

– Maryland Functional Test (Total Math Score)Maryland Functional Test (Total Math Score) Grade Point Average - Grade 8 Grade Point Average - Grade 8

– Final English Grade Final English Grade – Final Science GradeFinal Science Grade– Final Math GradeFinal Math Grade– Final Health GradeFinal Health Grade– ((Scale based on school records dataScale based on school records data))

Model of Family Influence to be Tested

Achievement

Income

Parent Education

Prior Achievement(5th Grade)

Educational Activities

Parent Efficacy

Parental Education Expectations

Percived Rule Structure

Wave 1 Wave 3

Income

Education

Prior Achievement

Efficacy

Educational Activities

Achievement

.26

.72

.24.24

.24.31

.33

.31Expectations

Parent Effects In MADICS

What Can Teachers/Educators Do?

Work with Less Educated Parents to Increase Their Work with Less Educated Parents to Increase Their Confidence in Their Ability to Help Their Children Confidence in Their Ability to Help Their Children Do Well in SchoolDo Well in School

Provide more information about what is being taught – Provide more information about what is being taught – e.g., Weekly Notebookse.g., Weekly Notebooks Provide joint adult-child educational opportunities - Family Math, Provide joint adult-child educational opportunities - Family Math,

Family ComputersFamily Computers Provide more guidance to these parents on:Provide more guidance to these parents on:

– How to help their children with school work, How to help their children with school work, – How to provide enriching educational opportunities, and How to provide enriching educational opportunities, and – What their children need to do to succeed in schoolWhat their children need to do to succeed in school

What Can Teachers/Educators Do - 2?

Work with Less Educated Parents to Make Them Work with Less Educated Parents to Make Them More Comfortable Coming to SchoolMore Comfortable Coming to School– Provide information about what is going on at schoolProvide information about what is going on at school– Talk to them about the good things their children are Talk to them about the good things their children are

doing at schooldoing at school– Try to work with the parents as a team on behalf of their Try to work with the parents as a team on behalf of their

childrenchildren– Don’t assume that the parents are not interested in Don’t assume that the parents are not interested in

helping their childrenhelping their children

What Else Do Parents Do To Influence Their Children’s Engagement in

Intellectual Activities?

PARENT, FAMILY,& NEIGHBORHOODCHARACTERISTICS(e.g., Education, Occupation, Number of Children, Ethnicity, Neighborhood)

PARENTS’ GENERAL BELIEFS & BEHAVIOR(e.g., Gender Role Stereotypes,General & Specific Personal Values,Child Rearing Beliefs, Emotional Warmth,Involvement in Activities)

PARENT SPECIFICBEHAVIORS(e.g., Time Spent with Child, Encouragement to Participate in Activities,Provision of Toys, Equipment, Lessons, Training of Specific Personal Values,Attributions for Child’s Successes/Failures)

CHILD OUTCOMES(e.g., Self-Perceptions,Subjective Task Values,Interest Values,Future Goals,Performance Expectations,Activity Choices,Performance)PARENTS’ CHILD

SPECIFIC BELIEFS(e.g., Perceptions of Child’s Abilities/Talents, Perceptions of Child’s Temperament, Perceptions of the Value of Various Skills for Child, Perceptions of Child’s Interests)

CHILD AND SIBCHARACTERISTICS(e.g., Sex,Past Performance,Aptitudes,Temperament, Attitudes)

Eccles’ Parent Socialization Model

Childhood and Beyond (CAB) longitudinal study Childhood and Beyond (CAB) longitudinal study (1989-1999)(1989-1999)

Cohort-sequential Design (children in K, 1, 3 in Cohort-sequential Design (children in K, 1, 3 in 1989) followed each year for 12 years1989) followed each year for 12 years

912 children (451 girls, 461 boys) and their 912 children (451 girls, 461 boys) and their parents – Primarily middle class familiesparents – Primarily middle class families

Eccles’ Parenting Model

Parent & Family Characteristics

•Education•Family Income

Child Characteristics

•Sex•Age•Aptitudes

Parent Behaviors

•Coactivity•Encouragement•Modeling Child Activity

Engagement

Measures: Children’s Activities Child reportChild report

– How often they How often they Used a computer outside of school Used a computer outside of school Engaged in math activitiesEngaged in math activities Engaged in science activitiesEngaged in science activities Scale: 0 = Scale: 0 = nevernever, 6 = , 6 = almost every day for a lot of timealmost every day for a lot of time

Measures: Parent Behaviors Parent encouragementParent encouragement

– How much they generally encouraged their child to How much they generally encouraged their child to Work on or play with a computer outside of schoolWork on or play with a computer outside of school Do math-related (e.g., math-oriented games such as mastermind) or science-related Do math-related (e.g., math-oriented games such as mastermind) or science-related

(e.g., chemistry sets) activities at home(e.g., chemistry sets) activities at home Scale: 1 = strongly discourage, 7 = strongly encourageScale: 1 = strongly discourage, 7 = strongly encourage

Parent-child coactivityParent-child coactivity– Generally, how often did they Generally, how often did they

Work with their child on the computerWork with their child on the computer Engage in math or science activities with their childEngage in math or science activities with their child Scale: 1 = never, 3 = 2-3 times a month, 7 = every day for 30 minutes or more Scale: 1 = never, 3 = 2-3 times a month, 7 = every day for 30 minutes or more

Parent modelingParent modeling– In the last week, how much time they spent on In the last week, how much time they spent on

Math- and science-related activitiesMath- and science-related activities A microcomputer for activities other than action video gamesA microcomputer for activities other than action video games Scale: 1 = 0 hours, 6 = 10-15 hours, 8 = more than 20 hoursScale: 1 = 0 hours, 6 = 10-15 hours, 8 = more than 20 hours

Measures: Parent & Child Characteristics

Parent educationParent education– Highest level of education across each mother-father Highest level of education across each mother-father

dyaddyad

Family annual income Family annual income

Digit SpanDigit Span– Assess children’s mathematics aptitudes Assess children’s mathematics aptitudes

Stevenson & Newman, 1986Stevenson & Newman, 1986 Includes 12 sets of whole numbersIncludes 12 sets of whole numbers

Predicting Children’s Activity Engagement

Maternal coactivity

Paternal coactivity

Maternal modeling

Paternal modeling

Maternal encouragement

Paternal encouragement

Child-report of child

engagement

Child grade

Child gender

Parent education

Family income

Parent Socialization

Child aptitude

Computer Use

Maternal coactivity

Paternal coactivity

Maternal modeling

Paternal modeling

Maternal encouragement

Paternal encouragement

Child-reported computer use

R2 = .27

Child grade

Child gender

Parent education

Family income

Parent Socialization

R2 = .03

.43**

*

.36**

*

.48***

.37***.62***.57***

.71***.67***.39***

.15***

Child aptitude

X2 (58) = 140.71, p < .001, TLI = .98, CFI = .99, RMSEA = .05

Math and Science

Maternal coactivity

Paternal coactivity

Maternal modeling

Paternal modeling

Maternal encouragement

Paternal encouragement

Child-reported math & science

R2 = .07

Child grade

Child gender

Parent education

Family income

Parent Socialization

R2 = .03

.43**

*

.36**

*

.12*

.24***.47***.62***

.22***.41***.14*

23*

.19*

Child aptitude

X2 (58) = 122.29, p < .001 , TLI = .98, CFI = .99, RMSEA = .05

Figure 16- Number of Math Promotive Factors by Gender of Child

0

10

20

30

40

50

60

70

80

90

0 1 2 3 4 or more

Number of Promotive Factors

Nu

mb

er o

f C

hil

dre

n

Boys

Girls

Figure 18- Relation of Multiple Promotive Scores to Children's Motivation Math

-1

-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

1

0 1 2 3 4 or more

Number of Promotive Factors

Norm

ali

zed

Sco

res

Self-concept (w3)

Liking (w3)

Importance (w3)

Self-concept (w4)

Liking (w4)

Importance (w4)

Conclusions

Synergistic combination of socialization Synergistic combination of socialization methodsmethods

Parents’ Perceptions of Their Children’s Math Ability

Question: Question:

Do parents’ perceptions of their children’s Do parents’ perceptions of their children’s academic abilities predict the children’s own academic abilities predict the children’s own confidence in their academic abilities?confidence in their academic abilities?

YES! Especially in the Elementary School YES! Especially in the Elementary School YearsYears

Measures

Teachers’ Ratings of Each Child’s Math Teachers’ Ratings of Each Child’s Math AbilityAbility

Parents’ Ratings of Their Own Child’s Math Parents’ Ratings of Their Own Child’s Math Ability (e.g., How good is (CHILD’S NAME) at Ability (e.g., How good is (CHILD’S NAME) at math? How well is (XX) doing in math this math? How well is (XX) doing in math this year? How well will (XX) do next year in year? How well will (XX) do next year in math? - rated on 7 point scales)math? - rated on 7 point scales)

Measures continued

Child’s Rating of His or Her Own Math AbilityChild’s Rating of His or Her Own Math Ability(e.g., How good are you at math? How good at (e.g., How good are you at math? How good at

math are you compared to other subjects? How math are you compared to other subjects? How good at math are you than other children? )good at math are you than other children? )

Teacher’sRating

Mother’sWave 2Rating

Child’s Wave 2Rating Of Own Math

Ability

Mother’sWave 3Rating

Child’s Wave 3Rating of

Own Math Ability

.76

.30

.64

.37

.23

.06

Parents’ Beliefs and Expectations Have Bigger Impact Parents’ Beliefs and Expectations Have Bigger Impact on Their Children’s Math and Language Arts Abilities on Their Children’s Math and Language Arts Abilities than Do Teachers and School Marks, Particularly in the than Do Teachers and School Marks, Particularly in the Elementary School YearsElementary School Years

Parents’ Early Confidence in Their Child’s Academic Parents’ Early Confidence in Their Child’s Academic Abilities Reduce the Amount of Decline in the Children’s Abilities Reduce the Amount of Decline in the Children’s Own Confidence in Their Academic AbilitiesOwn Confidence in Their Academic Abilities

Conclusion on Parents’ Beliefs

What About Sex of Child?

Question:Question:

Does the Sex of One’s Child Influence Does the Sex of One’s Child Influence Parents’ Confidence in Their Child’s Parents’ Confidence in Their Child’s Academic Abilities?Academic Abilities?

YES!! Particularly in the Early and Middle YES!! Particularly in the Early and Middle Adolescence (Between Ages 11-16)Adolescence (Between Ages 11-16)

Parents’ Effects on Girls versus Boysfor Mathematics and Language Arts

In USA, girls are less confident than boys in In USA, girls are less confident than boys in their math abilities and less interested in their math abilities and less interested in math than boys once they reach 11-12 years math than boys once they reach 11-12 years of age. of age.

Females are also less likely to take advanced Females are also less likely to take advanced mathematics courses.mathematics courses.

Exactly the opposite is true for Language Exactly the opposite is true for Language Arts.Arts.

WHY? FOCUS ON MATH

Girls earn the same or higher marks than Girls earn the same or higher marks than boys in mathematics but do slightly less well boys in mathematics but do slightly less well on standardized tests.on standardized tests.

The sex differences in interest and The sex differences in interest and confidence remain even when the differences confidence remain even when the differences in tests scores are accounted for.in tests scores are accounted for.

Teachers play some roleTeachers play some role Parents play an even more critical roleParents play an even more critical role

Role of Parents Perceptions of how difficult math is for sons Perceptions of how difficult math is for sons

versus daughtersversus daughters– Parents of daughters think that math is harder for Parents of daughters think that math is harder for

their child than parents of sons even though the their child than parents of sons even though the girls get better grades than the boysgirls get better grades than the boys

– Parents of daughters think their child is having to Parents of daughters think their child is having to work harder to do well in mathematics than work harder to do well in mathematics than parents of sonsparents of sons

– Parents of daughters think that their child is Parents of daughters think that their child is trying harder in mathematics than in English trying harder in mathematics than in English

3

3.2

3.4

3.6

3.8

4

4.2

4.4

4.6

Math English

GirlsBoys

Parents’ Rating of Adolescent Child’s Effort in Math and English

Role of Parents

Expectations for future performance in Expectations for future performance in mathematicsmathematics– Parents of daughters have lower expectations for Parents of daughters have lower expectations for

their child’s future performance in math than their child’s future performance in math than parents of sonsparents of sons

– Parents of daughters think that their child will do Parents of daughters think that their child will do better in the future in English than in better in the future in English than in mathematicsmathematics

9

9.5

10

10.5

11

11.5

Math English

GirlsBoys

Parents’ Expectations for Adolescent Child’s Future Performance

Why Do Parents Have These Views?

Boys are actually better than girls at mathematics.Boys are actually better than girls at mathematics.– MAYBE BUT at this age boys and girls are doing equally MAYBE BUT at this age boys and girls are doing equally

well and are putting in an equal amount of effort on math well and are putting in an equal amount of effort on math according to their teachers and girls continue to earn according to their teachers and girls continue to earn better grades than boys in math throughout primary and better grades than boys in math throughout primary and secondary school, as well as at the universitysecondary school, as well as at the university

Parents have a different explanation for girls’ than Parents have a different explanation for girls’ than for boys’ performances in math.for boys’ performances in math.– YES!YES!

Parents’ Causal Attributions for Child’s Math Successes

3

3.5

4

4.5

5

5.5

6

Boys Girls

TalentEffort

Relation of Parents’ Causal Attribution for Child’s Math Success to Parents’ Ratings of Child’s Effort

and Talent in Math

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

0.8

Effort in Math Natural Talent

Talent AttributionEffort Attribution

Impact of These Beliefs on Daughters’Math Confidence and Interest

Teacher’sRating of

Girls’Math Ability

Mother’sRating of

Girl’sMath Ability

Mother’sRating of Girl’s

English Ability

Girl’s Rating ofOwn Math Ability

Girl’s InterestIn Math

.60

.48

.31

.21

-.19

-.20

What Can Teachers Do About This?

Assuming the goal is to increase math talented Assuming the goal is to increase math talented girls’ interest in mathgirls’ interest in math

Tell parents of these girls that their daughters are Tell parents of these girls that their daughters are talented in mathtalented in math

Tell these girls that they are talented in mathTell these girls that they are talented in math Provide these girls with vocational and intellectual Provide these girls with vocational and intellectual

reasons why they might be interested in pursuing reasons why they might be interested in pursuing their talent in maththeir talent in math

Use more girl friendly teaching methods for math Use more girl friendly teaching methods for math and physical science coursesand physical science courses

Summary

Parents have great influence on children and Parents have great influence on children and adolescents’ academic motivation and engagementadolescents’ academic motivation and engagement

Teachers can work with parents to facilitate positive Teachers can work with parents to facilitate positive motivation and school engagementmotivation and school engagement

Such collaboration can be especially helpful in Such collaboration can be especially helpful in cases where the social class and gender role cases where the social class and gender role stereotypes may undermine some students’ stereotypes may undermine some students’ academic motivation and engagementacademic motivation and engagement

Thank you.For More Information:

http://www.rcgd.isr.umich.edu/garp

What About Schools and Teachers?

There is Extensive Work on the Influence of There is Extensive Work on the Influence of Schools and Teachers on Students’ Academic Schools and Teachers on Students’ Academic AchievementAchievement

Much More than I can Discuss TodayMuch More than I can Discuss Today

I’ll Focus on Just One Effect – The Decline in I’ll Focus on Just One Effect – The Decline in Students’ School Motivation as They Move Through Students’ School Motivation as They Move Through SchoolSchool

School Achievement, Attendance & MotivationSchool Achievement, Attendance & MotivationIn MADICSIn MADICS

7th Grade

Grade Point Average

Days Absent from School

Academic Competence Beliefs

Academic Importance Beliefs

Academic Utility Beliefs

8th Grade

3.67

9.35

5.36

4.05

5.49

3.63

10.78

5.23

3.91

5.15

(ns)

0%

10%

20%

30%

40%

50%

60%

Per

cent

Men

tioni

ngO

nce

in T

wo

Cha

nces

Seventh GradeEighth Grade

School Problem BehaviorsSchool Problem BehaviorsSeventh and Eighth GradeSeventh and Eighth Grade

Sent toPrincipal’sOffice

Cheatedon Tests

SuspendedfromSchool

SkippedClass

BroughtDrugs/Alcohol

Expelledfrom

School

Percentage of Adolescents Reporting Different Percentage of Adolescents Reporting Different Phenomenological Risks and Protection Associated with Phenomenological Risks and Protection Associated with

SchoolSchool

0

10

20

30

40

50

60

70

80

90

100

Sch

ool

Rel

ativ

e A

bilit

yF

ocus

Rac

ial

Dis

crim

inat

ion

in S

choo

l

Gen

der

Dis

crim

inat

ion

in S

choo

l

Sch

ool

Mas

tery

Foc

us

Mea

ning

ful

Cur

ricul

um

Aut

onom

yP

rovi

sion

s

Tea

cher

Sup

port

Pos

itive

Tea

cher

Exp

ecta

tions

% Y

ou

th

Risk Factors Protective Factors

Change in Psychological Distress and School Change in Psychological Distress and School MotivationMotivation

by (Risks-Protections) in Schoolby (Risks-Protections) in SchoolSeventh to Eighth GradeSeventh to Eighth Grade

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

0.5

-4 -3 -2 -1 0 1 2 3

Distress Motivation

More Protections <--------------------> More Risks

Cha

nge

in R

elat

ive

Sta

tus

(Sta

ndar

d U

nits

)

Change in School Problem Behaviors and GPAChange in School Problem Behaviors and GPAby (Risk - Protective) Factors in Schoolby (Risk - Protective) Factors in School

Seventh to Eighth GradeSeventh to Eighth Grade

-0.50

-0.35

-0.20

-0.05

0.10

0.25

0.40

0.55

-4 -3 -2 -1 0 1 2 3

School Problems Grade Point Average

More Protections <--------------------> More Risks

Cha

nge

in R

elat

ive

Sta

tus

(Sta

ndar

d U

nits

)