Research has robustly demonstrated the links between family environment and academic success. But what about motivation? Can parents influence their child’s academic motivation?
Here is an overview of what research has been able to gather on this question.
Have high expectations
One element that seems to emerge from the studies is linked to the expectations that parents have of their children. Indeed, it has been shown that parents promote their child’s motivation if they have high academic expectations and demands of them (Viau, 2009). It is important to specify that these expectations must also be realistic, that is to say, they must be adapted to the child’s abilities.
Believe in the child’s abilities
In the same vein, parents positively influence their child’s motivation at school when they have great confidence in their abilities to succeed (Viau, 2009). As mentioned in previous articles, motivation is based, among other things, on the child’s perceptions of his or her own competence. If parents have a positive perception of the child’s competence, the latter will be more likely to develop a positive perception in turn. In this regard, it has been shown that parents exert a preponderant influence on their child’s perceptions. Research indicates that children in the first grade rely more on their parents’ judgment than on their success in class to judge their competence.
Provide an environment that stimulates the child’s curiosity
Other studies have found that parents who provide an environment that stimulates their child’s curiosity helps them build a sense of competence to learn (Viau, 2009). These parents promote reading at home and discuss with them what they have read to encourage the child to enjoy learning (CEP, 2012). They apply what the child has learned in school at home in various activities. They also encourage extracurricular activities that allow their child to develop their creativity and talents (CEP, 2012). Finally, they encourage their child to solve problems as much as possible, to explore and experiment in complete safety. This stimulating environment at home helps the child develop a sense of competence and control, as well as positive attitudes about learning, and this has been shown in many studies (CEP, 2012
Adopt positive attitudes
A study carried out in Israel published on the RIRE website reveals that the attitude of parents is as important as that of children in motivating them when the time comes to do homework at home. The more parents adopt a positive attitude and support their child, the better the child’s attitude becomes . Parents must therefore question their own desire to support their child in his homework before tackling the child’s motivation.
Establish a positive relationship
The parent-child relationship is also decisive. A Quebec study (Nadeau, Sénécal and Guay, 2003) confirms that the better the parent-child relationship, the less the child tends to procrastinate, that is to say, to put off the task to be done until later. This result is in the same direction as other studies cited by Viau (2009), which also revealed that a supportive and warm climate promotes motivation. The words of researchers from the University of Israel also go in this direction: “A child who feels loved and valued regardless of his academic success will have a much healthier relationship with his responsibilities as a student.”
Value autonomy
Research also shows that when parents encourage their child’s autonomy, they are more likely to be motivated and engaged at school (CEP, 2012). He would even develop a better ability to self-regulate (exert control over his learning and behavior). On the other hand, controlling parents who leave little room for the child’s initiatives and autonomy would have a negative influence on his motivation.
Encourage effort
Certain actions of parents can also harm motivation, in particular the fact of valuing intelligence rather than effort (CEP, 2012). A child who feels that his success is only attributable to his intelligence and not to his efforts may come to want to avoid challenges and failures to protect his self-esteem. The psychoeducator and remedial teacher Germain Duclos also specifies that, from the age of 7, learning effort becomes very important: “If we do not encourage the child to finish what he begins , even when it is difficult, it is very likely that we will not be able to do it during adolescence. »
See failure as an opportunity to learn
The way the parent reacts to their child’s failure also has an impact on motivation. A researcher from Stanford University was interested in this question. She says that when children see their skills as something they can improve on over time, they handle obstacles more constructively. To help the child, the researcher makes the following suggestion to parents: “When your child has difficulty doing something, instead of emphasizing his skills, focus on what he can learn from this obstacle, like a springboard. »