The role of teachers’ practices in low-SES mothers’ motivation and involvement in education

Angel Alberto Valdés-Cuervo, Silvia Patricia Aquino-Zúñiga, Lizeth Guadalupe Parra-Pérez and Christian Samhir Grijalva-Quiñonez

Children and Youth Services Review, 2022, vol. 133, issue C

Abstract: Parental involvement impacts their children’s academic achievement. Teachers can promote parental involvement in education by their actions. Thus, the study’s purpose is to examine the associations between teacher-mother relations and teachers’ invitations for involvement with mother's motivation (autonomous or controlling) and involvement in their children's education. The sample included 521 female (Mage = 13.1 years, SD = 1.2) and 463 male (Mage = 14.5 years, SD = 2.3) rural low-SES tele-secondary students and their mothers (Mage = 38.8 years, SD = 6.6). The structural model showed that both positive teacher-mother relationships and the teacher’s invitation to mothers’ involvement positively related to home and school-based mother involvement. Moreover, mothers’ autonomous motivation was positively related to home and school-based involvement, while controlling motivation was negatively associated with home-based involvement. Results also indicate that mothers’ motivation for involvement mediates the relationship between teachers’ practices and mothers’ involvement. Overall, findings suggest that teachers’ practices were related to mothers’ motivation and involvement in education.

Keywords: Teachers; Low-SES mothers; Autonomous motives; Controlling motives; Involvement in education (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:133:y:2022:i:c:s0190740921004084

DOI: 10.1016/j.childyouth.2021.106332

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