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Asnat Dor, Max Stern Academic College of Emek Yezreel, IsraelAbstract
Within Self-Determination Theory, motivation is conceptualized as a continuum ranging from amotivation to intrinsic regulation. In children with learning difficulties, diminished perceived competence is associated with lower engagement and persistence. While extensive research has examined children’s motivation, far less attention has been given to how parents interpret and respond to perceived motivational decline, and how these interpretations shape home–school dynamics. This study approaches “lack of motivation” not as a fixed child trait, but as a relational construct emerging within family and school contexts. The study examines how parents interpret and manage their child’s perceived lack of learning motivation, how these interpretations shape coping practices, and how parents position educational professionals within this process. A qualitative design was employed. Semi-structured, in-depth interviews were conducted with 18 parents of elementary school children. Data were analyzed using thematic content analysis. Parents described emotional strain, relational tension, and a sense of responsibility for restoring motivation. Coping practices revealed a tension between autonomy-supportive intentions and performance-driven strategies such as incentives and persuasion. Many parents perceived school culture as outcome-oriented, reinforcing performance expectations while offering limited engagement with underlying motivational processes. “Lack of motivation” thus emerged as a relational and contextual phenomenon rather than an individual deficit. Findings reconceptualize parental coping as part of a broader motivational ecology shaped by performance norms. Addressing motivational processes through collaborative, autonomy-supportive parent–school partnerships may strengthen children’s autonomous engagement in learning.
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