September 22, 2023

Mindset and perceived parental support of autonomy safeguard adolescents’ autonomous motivation during COVID-19 home-based learning

  • Bol, T. Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. SocArXiv. (2020).

  • Thorell et al. Parental experiences of homeschooling during the COVID-19 pandemic: differences between seven European countries and between children with and without mental health conditions. Eur. child Adolesc. psychiatry 31, 649–661 (2022).

    Article 

    Google Scholar
     

  • Klootwijk, C. L. T., Koele, I. J., Hoorn, J., Güroğlu, B. & Duijvenvoorde, A. C. K. Parental support and positive mood buffer adolescents’ academic motivation during the COVID‐19 pandemic. J. Res. Adolesc. 31, 780–795 (2021).

    Article 

    Google Scholar
     

  • Bülow, A., Keijsers, L., Boele, S., van Roekel, E. & Denissen, J. J. A. Parenting adolescents in time of a pandemic: changes in relationship quality, autonomy support and parental control. Prep 57, 1582–1596 (2020).


    Google Scholar
     

  • Meeter, M. et al. (2020, October 11). College students’ motivation and study results after COVID-19 stay-at-home orders. (2020).

  • Zaccoletti, S. et al. Parents’ perceptions of student academic motivation during the COVID-19 lockdown: a cross-country comparison. Front. Psychol. 11, 1–13 (2020).

    Article 

    Google Scholar
     

  • Natalya, L. & Halim, S. V. COVID-19 Pandemic: Its Impact on Learning Motivation (The Fluctuation During Three Different Phases). 54, 475–487 (2021).

  • Cerasoli, C. P., Nicklin, J. M. & Ford, M. T. Intrinsic motivation and extrinsic incentives jointly predict performance: a 40-year meta-analysis. Psychol. Bull. 140, 980–1008 (2014).

    Article 

    Google Scholar
     

  • Taylor, G. et al. A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemp. Educ. Psychol. 39, 342–358 (2014).

    Article 

    Google Scholar
     

  • Wang, M. T. E., Kiuru, N., Degol, J. L. & Salmela-Aro, K. Friends, academic achievement, and school engagement during adolescence: A social network approach to peer influence and selection effects. Learn. Instr. 58, 148–160 (2018).

    Article 

    Google Scholar
     

  • Blakemore, S. J. & Choudhury, S. Development of the adolescent brain: Implications for executive function and social cognition. J. Child Psychol. Psychiatry Allied Discip. 47, 296–312 (2006).

    Article 

    Google Scholar
     

  • Casey, B. J., Jones, R. M. & Hare, T. A. The adolescent brain. In A. Kingstone & M. B. Miller (Eds.), The year in cognitive neuroscience. (Blackwell Publishing, 2008).

  • Schunk, D. H. & Meece, J. L. Self-efficacy development in adolescence. Self-Effic. beliefs Adolesc. 5, 71–96 (2006).


    Google Scholar
     

  • Crone, E. A. & Dahl, R. E. Understanding adolescence as a period of social-affective engagement and goal flexibility. Nat. Rev. Neurosci. 13, 636–650 (2012).

    Article 
    CAS 

    Google Scholar
     

  • Csikszentmihalyi, M. Applications of Flow in Human Development and Education. Applications of Flow in Human Development and Education (2014).

  • Marques de Miranda, D., da Silva Athanasio, B., Sena Oliveira, A. C. & Simoes-E-Silva, A. C. How is COVID-19 pandemic impacting health of children and adolescents? Int. J. Disaster Risk Reduct. 51, 101845 (2020).

    Article 

    Google Scholar
     

  • Smirni, P., Lavanco, G. & Smirni, D. Anxiety in older adolescents at the time of COVID-19. J. Clin. Med. 9, 1–10 (2020).

    Article 

    Google Scholar
     

  • Zhou, X. et al. The Role of Telehealth in Reducing the Mental Health Burden from COVID-19. Telemed. e-Health 26, 377–379 (2020).

    Article 
    CAS 

    Google Scholar
     

  • Meherali, S. et al. Mental health of children and adolescents amidst covid-19 and past pandemics: A rapid systematic review. Int. J. Environ. Res. Public Health 18, 3432 (2021).

    Article 

    Google Scholar
     

  • Ryan, R. M. Facilitating Optimal Motivation and Psychological Well- Being Across Life’ s Domains. Can. Psychol. 49, 14–23 (2008).

  • Madigan, D. J. & Curran, T. Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students. Educ. Psychol. Rev. 33, 387–405 (2021).

    Article 

    Google Scholar
     

  • Pasion, R., Dias-Oliveira, E., Camacho, A., Morais, C. & Campos Franco, R. Impact of COVID-19 on undergraduate business students: a longitudinal study on academic motivation, engagement and attachment to university. Account. Res. J. 34, 246–257 (2021).

    Article 

    Google Scholar
     

  • Pelikan, E. R. et al. Distance learning in higher education during COVID-19: the role of basic psychological needs and intrinsic motivation for persistence and procrastination–a multi-country study. PLoS One 16, 1–23 (2021).

    Article 

    Google Scholar
     

  • Camacho, A., Correia, N., Zaccoletti, S. & Daniel, J. R. Anxiety and Social Support as Predictors of Student Academic Motivation During the COVID-19. Front. Psychol. 12, 1–11 (2021).

    Article 

    Google Scholar
     

  • Arslan, G., Allen, K. A. & Waters, L. Strength-based parenting and academic motivation in adolescents returning to school after COVID-19 school closure: exploring the effect of school belonging and strength use. Psychol. rep., 332941221087915. Advance online publication. (2022).

  • Permatasari, N., Rahmatillah Ashari, F. & Ismail, N. Contribution of perceived social support (peer, family, and teacher) to academic resilience during COVID-19. Gold. Ratio Soc. Sci. Educ. 1, 01–12 (2021).

    Article 

    Google Scholar
     

  • Dweck, C. S. Self-theories: their role in motivation, personality, and development. (Essays in social psychology, 1999).

  • Deci, E. L. & Ryan, R. M. Handbook of self-determination research. (University Rochester Press, 2004).

  • Deci, E. L., Eghrari, H., Patrick, B. C. & Leone, D. Facilitating internalization: the self-determination theory perspective. J. Personal. 62, 119–142 (1994).

    Article 
    CAS 

    Google Scholar
     

  • Doron, J., Stephan, Y., Boiché, J. & le Scanff, C. Coping with examinations: exploring relationships between students’ coping strategies, implicit theories of ability, and perceived control. Br. J. Educ. Psychol. 79, 515–528 (2009).

    Article 

    Google Scholar
     

  • Yeager, D. S. & Dweck, C. S. Mindsets that promote resilience: when students believe that personal characteristics can be developed. Educ. Psychol. 47, 302–314 (2012).

    Article 

    Google Scholar
     

  • Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M. & Finkel, E. J. Mind-sets matter: a meta-analytic review of implicit theories and self-regulation. Psychol. Bull. 139, 655–701 (2013).

    Article 

    Google Scholar
     

  • Renaud-Dubé, A., Guay, F., Talbot, D., Taylor, G. & Koestner, R. The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model. Soc. Psychol. Educ. 18, 255–272 (2015).

    Article 

    Google Scholar
     

  • Liu, W. C. Implicit theories of intelligence and achievement goals: a look at students’ intrinsic motivation and achievement in mathematics. Front. Psychol. 12, 593715 (2021).

    Article 

    Google Scholar
     

  • Molden, D. C. & Dweck, C. S. Meaning and motivation. In C. Sansone & J. M. Harackiewicz (Eds.) Intrinsic Extrinsic Motivation: The search for optimal motivation and performance (pp. 131–159) Acad. Press https://doi.org/10.1016/B978-012619070-0/50028-3 (2000).

  • Mosanya, M. Buffering academic stress during the COVID-19 pandemic related social isolation: grit and growth mindset as protective factors against the impact of loneliness. Int. J. Appl. Posit. Psychol. 6, 159–174 (2021).

    Article 

    Google Scholar
     

  • Zhao, H., Xiong, J., Zhang, Z. & Qi, C. Growth mindset and college students’ learning engagement during the COVID-19 pandemic: a serial mediation model. Front. Psychol. 12, 1–10 (2021).


    Google Scholar
     

  • Blakemore, S. J. Imaging brain development: the adolescent brain. Neuroimage 61, 397–406 (2012).

    Article 

    Google Scholar
     

  • Salmela-Aro, K., Kiuru, N., Leskinen, E. & Nurmi, J. E. School burnout inventory (SBI) reliability and validity. Eur. J. Psychol. Assess. 25, 48–57 (2009).

    Article 

    Google Scholar
     

  • Cazan, A.-M. Learning motivation, engagement and burnout among university students. Procedia Soc. Behav. Sci. 187, 413–417 (2015).

    Article 

    Google Scholar
     

  • Walburg, V. Burnout among high school students: a literature review. Child. Youth Serv. Rev. 42, 28–33 (2014).

    Article 

    Google Scholar
     

  • Kim, K. T. A structural relationship among growth mindset, academic grit, and academic burnout as perceived by Korean high school students. Univers. J. Educ. Res. 8, 4009–4018 (2020).

    Article 

    Google Scholar
     

  • Burnette, J. L., Knouse, L. E., Vavra, D. T., O’Boyle, E. & Brooks, M. A. Growth mindsets and psychological distress: A meta-analysis. Clin. Psychol. Rev. 77, 101816 (2020).

    Article 

    Google Scholar
     

  • Hintsanen, M. et al. Parent-child-relationship quality predicts offspring dispositional compassion in adulthood: A prospective follow-up study over three decades. Dev. Psychol. 55, 216–225 (2019).

    Article 

    Google Scholar
     

  • Steinmayr, R., Weidinger, A. F. & Wigfield, A. Does students’ grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemp. Educ. Psychol. 53, 106–122 (2018).

    Article 

    Google Scholar
     

  • Šimunović, M. & Babarović, T. The role of parents’ beliefs in students’ motivation, achievement, and choices in the STEM domain: a review and directions for future research. Soc. Psychol. Educ. 23, 701–719 (2020).

    Article 

    Google Scholar
     

  • Lau, S. & Leung, K. Relations with parents and school and chinese adolescents’ self-concept, delinquency, and academic performance. Br. J. Educ. Psychol. 62, 193–202 (1992).

    Article 

    Google Scholar
     

  • Sun, Y. et al. Perceived parental warmth and adolescents’ math engagement in China: the mediating roles of need satisfaction and math self-efficacy. Learn. Individ. Differ. 78, 101837 (2020).

    Article 

    Google Scholar
     

  • Soenens, B., Vansteenkiste, M. & Van Petegem, S. (eds.) Autonomy in adolescent development. (Psycol. Press, 2017).

  • Atnafu, M. Motivation, social support, alienation from the school and their impact on students’ achievement in mathematics: the case of tenth grade students. Ethiop. J. Educ. Sci. 8, 53–74 (2012).


    Google Scholar
     

  • Bagci, S. C. Does everyone benefit equally from self-efficacy beliefs? the moderating role of perceived social support on motivation. J. Early Adolesc. 38, 204–219 (2018).

    Article 

    Google Scholar
     

  • Harris, A. & Goodall, J. Do parents know they matter? Engaging all parents in learning. Educ. Res. 50, 277–289 (2008).

    Article 

    Google Scholar
     

  • Jeynes, W. H. The relationship between parental involvement and urban secondary school student academic achievement: a meta-analysis. Urban Educ. 42, 82–110 (2007).

    Article 

    Google Scholar
     

  • Jiang, Y., Bong, M. & Kim, S. Conformity of Korean adolescents in their perceptions of social relationships and academic motivation. Learn. Individ. Differ. 40, 41–54 (2015).

    Article 

    Google Scholar
     

  • Sirvani, H. The effect of teacher communication with parents on students’ mathematics achievement. Am. Second. Educ. 31–46 (2007).

  • Ryan, R. M. & Deci, E. L. An overview of Self-determination Theory: An organismic-dialectical perspective. In Deci, E. L. & Ryan, R. M. (Eds.), Handbook of self-determination research. 3–33. Rochester, NY: The University of Rochester Press (2002).

  • Korpershoek, H., Canrinus, E. T. & De Boer, H. Research papers in education the relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Res. Pap. Educ. 35, 641–680 (2020).

    Article 

    Google Scholar
     

  • Schunk, D. H. & DiBenedetto, M. K. Self-efficacy theory in education. (Handbook of Motivation at School 2nd Ed. 34–54, 2016).

  • Bandura, A. Social cognitive theory: An agentic perspective. Asian J. Soc. Psychol. 2, 21–41 (1999).

    Article 

    Google Scholar
     

  • Komarraju, M., Swanson, J. & Nadler, D. Increased career self-efficacy predicts college students’ motivation, and course and major satisfaction. J. Career Assess. 22, 420–432 (2014).

    Article 

    Google Scholar
     

  • Schunk, D. H. Self-efficacy, motivation, and performance. J. Appl. Sport Psychol. 7, 112–137 (1995).

    Article 

    Google Scholar
     

  • Walker, C. O., Greene, B. A. & Mansell, R. A. Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learn. Individ. Differ. 16, 1–12 (2006).

    Article 

    Google Scholar
     

  • Alivernini, F. & Lucidi, F. Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: a longitudinal study. J. Educ. Res. 104, 241–252 (2011).

    Article 

    Google Scholar
     

  • Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L. & Macnamara, B. N. To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychol. Sci. 29, 549–571 (2018).

    Article 

    Google Scholar
     

  • Sarrasin, J. B. et al. Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis. Trends Neurosci. Educ. 12, 22–31 (2018).

    Article 

    Google Scholar
     

  • Yeager, D. S. et al. A national experiment reveals where a growth mindset improves achievement. Nature 573, 364–369 (2019).

    Article 
    CAS 

    Google Scholar
     

  • Yeager, D. et al. A synergistic mindsets intervention protects adolescents from stress. Nature 607, 512–520 (2022).

    Article 
    CAS 

    Google Scholar
     

  • Salmela-aro, K. & Upadyaya, K. School engagement and school burnout profiles during high school – The role of socio-emotional skills. Eur. J. Dev. Psychol. 17, 943–964 (2020).

    Article 

    Google Scholar
     

  • Yeager, D. S. & Walton, G. M. Social-psychological interventions in education: they’re not magic. Rev. Educ. Res. 81, 267–301 (2011).

    Article 

    Google Scholar
     

  • Ryan, R. M. & Connell, J. P. Perceived locus of causality and internalization: examining reasons for acting in two domains. J. Pers. Soc. Psychol. 57, 749–761 (1989).

    Article 
    CAS 

    Google Scholar
     

  • Deci, E. L., Hodges, R., Pierson, L. & Tomassone, J. Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. J. Learn. Disabil. 25, 457–471 (1992).

    Article 
    CAS 

    Google Scholar
     

  • Ryan, R. M. & Connell, J. P. The Self-Regulation Questionnaires Scale Description. J. Peronality Soc. Psychol. 57, 749–761 (1989).

    Article 
    CAS 

    Google Scholar
     

  • Ryan, R. M. & Deci, E. L. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25, 54–67 (2000).

    Article 
    CAS 

    Google Scholar
     

  • Bagøien, T. E. & Halvari, H. Autonomous motivation: Involvement in physical activity, and perceived sport competence: Structural and mediator models. Percept. Mot. Skills 100, 3–21 (2005).

    Article 

    Google Scholar
     

  • Ulstad, S. O., Halvari, H. & Deci, E. L. The role of students’ and teachers’ ratings of autonomous motivation in a self-determination theory model predicting participation in physical education. Scand. J. Educ. Res. 63, 1086–1101 (2019).

    Article 

    Google Scholar
     

  • De Castella, K. & Byrne, D. My intelligence may be more malleable than yours: the implicit theories self-form is a better predictor of achievement and motivation. Eur. J. Psychol. Educ. 30, 1–28 (2015).

    Article 

    Google Scholar
     

  • van Aalderen-Smeets, S. I., Walma van der Molen, J. H. & Xenidou-Dervou, I. Implicit STEM ability beliefs predict secondary school students’ STEM self-efficacy beliefs and their intention to opt for a STEM field career. J. Res. Sci. Teach. 56, 465–485 (2019).

    Article 

    Google Scholar
     

  • Midgley et al. Manual for the Patterns of Adaptive Learning Scales (PALS). (Ann Arbor: University of Michigan, 2000).

  • Lange, A., Blonk, R. & Wiers, R. W. Assessment: The Parent ± Child Interaction Questionnaire. (PACHIQ, 198, 1998).

  • Mccurdy, A. L., Williams, K. N., Lee, G. Y. & Benito-gomez, M. Measurement of Parental Autonomy Support: A Review of Theoretical Concerns and Developmental Considerations. J. Fam. Theory Rev. 12, 382–397 (2020).

  • Soenens, B. et al. Conceptualizing parental autonomy support: Adolescent perceptions of promotion of independence versus promotion of volitional functioning. Dev. Psychol. 43, 633–646 (2007).

    Article 

    Google Scholar
     

  • R Core Team. R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing, Vienna. (2020).

  • Faul, F., Erdfelder, E., Buchner, A. & Lang, A.-G. Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behav. Res. Methods TA – TT 41, 1149–1160 (2009).

    Article 

    Google Scholar