Document Type
Article
Publication Date
10-2021
Publication Title
British Journal of Educational Psychology
DOI
10.1111/bjep.12470
Abstract
Parents, teachers, and researchers all share the goal of optimizing students' academic engagement (Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes, 2016, Routledge, New York, NY). While separate lines of research have demonstrated the importance of high-quality relationships and support from parents and teachers, few studies have examined the collective contributions of adults' warm involvement or the processes by which support from both parents and teachers shapes students' engagement. According to the self-system process model of motivational development, warm involvement from key social partners fosters students' sense of relatedness, competence, and autonomy, (Minnesota Symposium on Child Psychology, Vol. 23: Self processes in development, 1991, University of Chicago Press, Chicago, IL; Theory and Research in Education, 2009, 7, 133), which subsequently fuels their engagement with academic tasks and challenges (Journal of Educational Psychology, 2003, 95, 148).
Recommended Citation
Rickert, Nicolette P., Ellen A. Skinner.
2021.
"Parent and Teacher Warm Involvement and Student's Academic Engagement: The Mediating Role of Self-System Processes."
British Journal of Educational Psychology, 92 (2): 667-687.
doi: 10.1111/bjep.12470
https://digitalcommons.georgiasouthern.edu/psych-facpubs/132
