Parental involvement and family motivational climate as perceived by children: A cross-cultural study

The culture of a country may influence parental involvement in a student’s learning, making it more or less adequate. To test this possibility, this study analyzes the cross-cultural validity of the learning-oriented Family Motivational Climate model (FMC) as an index of parental involvement in stud...

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Detalles Bibliográficos
Autores: Prado-Morales, Mirtha del, Simón Rueda, Cecilia, Aguirre-Camacho, Aldo, Alonso-Tapia, Jesús
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/694176
Acceso en línea:http://hdl.handle.net/10486/694176
https://dx.doi.org/10.5093/psed2020a8
Access Level:acceso abierto
Palabra clave:Parental involvement
Family motivational climate
Learning motivation
Success expectancies
Children’s satisfaction
Psicología
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spelling Parental involvement and family motivational climate as perceived by children: A cross-cultural studyLa implicación parental y el clima de motivación en la familia tal y como lo perciben los niños: Estudio transculturalPrado-Morales, Mirtha delSimón Rueda, CeciliaAguirre-Camacho, AldoAlonso-Tapia, JesúsParental involvementFamily motivational climateLearning motivationSuccess expectanciesChildren’s satisfactionPsicologíaThe culture of a country may influence parental involvement in a student’s learning, making it more or less adequate. To test this possibility, this study analyzes the cross-cultural validity of the learning-oriented Family Motivational Climate model (FMC) as an index of parental involvement in students’ academic job and the FMC questionnaire (FMC-Q), as a way of operationalizing it. A total of 583 Spanish and 448 Cuban students filled in the FMC-Q and the questionnaire of perceived motivational changes resulting from parental practices. Confirmatory, cross-validation, and multi-group factor analyses revealed that the model showed a good fit to the data, both in the Spanish and in the Cuban samples. Besides, FMC predicted the 74% of the variance of students’ motivational change. However, the results also revealed differences between the two samples in the FMC model set up, as Spanish and Cuban students did not put down the same significance to several indicators of the model. These facts imply the need to take cultural differences into account when designing interventions aimed at changing parental involvement practicesLa cultura de un país puede influir en la participación de los padres en el aprendizaje de los estudiantes, consiguiendo que sea más o menos adecuada. Para poner a prueba esta posibilidad, este estudio analiza la validez transcultural del modelo de clima motivacional familiar (FMC), orientado al aprendizaje como índice de participación de los padres en el trabajo académico de los estudiantes, y del cuestionario FMC (FMC-Q), como modo de operacionalizarlo. Un total de 583 estudiantes españoles y 448 cubanos cumplimentaron el FMC-Q y el cuestionario de cambios motivacionales percibidos atribuidos a las prácticas de los padres. Los análisis factoriales confirmatorios de validación cruzada y multigrupo revelaron que el modelo mostró un buen ajuste en los datos, tanto en las muestras españolas como en las cubanas. Además, el FMC predijo el 74% de la variación en el cambio motivacional de los estudiantes. Sin embargo, los resultados también mostraron diferencias en la configuración del modelo FMC en las dos muestras, ya que los estudiantes españoles y cubanos no atribuyeron la misma importancia a varios indicadores del modelo. Estos hechos implican que hay que tener en cuenta las diferencias culturales al diseñar intervenciones dirigidas a cambiar las prácticas de participación de los padresFinancial support was received from a Grant from the Spanish Ministry of Economy Competitiveness (Ministerio de Economía y Competitividad, FPI 2014-2018.Edu2012-3782)Colegio Oficial de la Psicología de MadridDepartamento de Psicología Biológica y de la SaludDepartamento de Psicología Evolutiva y de la Educación20202020-01-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/694176https://dx.doi.org/10.5093/psed2020a8reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/6941762026-06-23T12:46:27Z
dc.title.none.fl_str_mv Parental involvement and family motivational climate as perceived by children: A cross-cultural study
La implicación parental y el clima de motivación en la familia tal y como lo perciben los niños: Estudio transcultural
title Parental involvement and family motivational climate as perceived by children: A cross-cultural study
spellingShingle Parental involvement and family motivational climate as perceived by children: A cross-cultural study
Prado-Morales, Mirtha del
Parental involvement
Family motivational climate
Learning motivation
Success expectancies
Children’s satisfaction
Psicología
title_short Parental involvement and family motivational climate as perceived by children: A cross-cultural study
title_full Parental involvement and family motivational climate as perceived by children: A cross-cultural study
title_fullStr Parental involvement and family motivational climate as perceived by children: A cross-cultural study
title_full_unstemmed Parental involvement and family motivational climate as perceived by children: A cross-cultural study
title_sort Parental involvement and family motivational climate as perceived by children: A cross-cultural study
dc.creator.none.fl_str_mv Prado-Morales, Mirtha del
Simón Rueda, Cecilia
Aguirre-Camacho, Aldo
Alonso-Tapia, Jesús
author Prado-Morales, Mirtha del
author_facet Prado-Morales, Mirtha del
Simón Rueda, Cecilia
Aguirre-Camacho, Aldo
Alonso-Tapia, Jesús
author_role author
author2 Simón Rueda, Cecilia
Aguirre-Camacho, Aldo
Alonso-Tapia, Jesús
author2_role author
author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Biológica y de la Salud
Departamento de Psicología Evolutiva y de la Educación
dc.subject.none.fl_str_mv Parental involvement
Family motivational climate
Learning motivation
Success expectancies
Children’s satisfaction
Psicología
topic Parental involvement
Family motivational climate
Learning motivation
Success expectancies
Children’s satisfaction
Psicología
description The culture of a country may influence parental involvement in a student’s learning, making it more or less adequate. To test this possibility, this study analyzes the cross-cultural validity of the learning-oriented Family Motivational Climate model (FMC) as an index of parental involvement in students’ academic job and the FMC questionnaire (FMC-Q), as a way of operationalizing it. A total of 583 Spanish and 448 Cuban students filled in the FMC-Q and the questionnaire of perceived motivational changes resulting from parental practices. Confirmatory, cross-validation, and multi-group factor analyses revealed that the model showed a good fit to the data, both in the Spanish and in the Cuban samples. Besides, FMC predicted the 74% of the variance of students’ motivational change. However, the results also revealed differences between the two samples in the FMC model set up, as Spanish and Cuban students did not put down the same significance to several indicators of the model. These facts imply the need to take cultural differences into account when designing interventions aimed at changing parental involvement practices
publishDate 2020
dc.date.none.fl_str_mv 2020
2020-01-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/694176
https://dx.doi.org/10.5093/psed2020a8
url http://hdl.handle.net/10486/694176
https://dx.doi.org/10.5093/psed2020a8
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Colegio Oficial de la Psicología de Madrid
publisher.none.fl_str_mv Colegio Oficial de la Psicología de Madrid
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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