Abstract
Motivation plays a crucial role in student's academic growth and research shows that students who are intrinsically motivated tend to achieve higher academic growth (Mendoza, 2012). Self determination theory (Gagne & Deci, 2005) proposes a continuum that shows the connection of intrinsic motivation with extrinsic motivation. Studies show that parental involvement is one of the factors that results in academic achievement of the student (Hill & Tyson, 2009; Cheung & Pomerantz, 2012), however, not enough research has been done to establish its connection with academic intrinsic motivation. Proposed research helps to investigate the relationship between perceived parental involvement of middle school students on their academic intrinsic motivation. A convenient sample of approximately 700 middle school students of an urban district in mid-western part of the United States was used. 50 students with both student and parent consent form were allowed to participate in the research. A quantitative study was conducted using a Likert scale survey to measure the impact of students’ perceived parental involvement on their academic intrinsic motivation. A linear regression analysis helped to establish a positive significant relationship between parental involvement and academic intrinsic motivation which help to create awareness among parents regarding their impact on children’s academic growth.
Author Information
Pallavi Aggarwal, University of Missouri, United States
Taylor Mae L. Lawson-Smith, Fort Zumwalt School District, United States
Paper Information
Conference: IICE2024
Stream: Learning Experiences
This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Aggarwal P., & Lawson-Smith T. (2024) A Quantitative Study of Middle School Students’ Perception of the Impact of Parent Involvement on Academic Intrinsic Motivation ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.39
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.39
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