Psychology: Faculty Publications

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).

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