Abstract
There is empirical and theoretical evidence that parental expectation of success plays an important role in explaining educational and transitionary decisions. As little is known about the decision-making process at the transition from elementary to secondary schooling, this article aims to identify potential motivational and socio-cognitive influencing factors in an analysis of longitudinal data from N = 77 German primary school classes. Using Eccles' et al. expectancy-value-model, we examine the extent to which students' motivation and factors of parents' perception and interpretation mediate the effect of socio-economical background factors on parents' expectation of success. Findings from repeated-measure ANOVAs and linear regressions are presented, suggesting aspects of parental perception and interpretation are independent predictors of their expectation of success. Data indicate further a decrease in students' motivation from 3th to 4th grade and different development depending on parents' educational qualification, children's subsequent school achievement and parents' subsequent expectation of success.
Item Type: | Journal article |
---|---|
Faculties: | Psychology and Education Science > Department Education and Rehabilitation |
Subjects: | 100 Philosophy and Psychology > 150 Psychology |
ISSN: | 1434-663X |
Language: | German |
Item ID: | 53183 |
Date Deposited: | 14. Jun 2018, 09:52 |
Last Modified: | 14. Dec 2020, 15:27 |