Students’ perceptions of family influences on their academic motivation: A qualitative analysis |
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| Authors: | Tim Urdan Monica Solek Erin Schoenfelder |
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| Institution: | (1) Graduate School of Education, University of California, Berkeley, 4511 Tolman Hall, Berkeley, CA 94270–1670, USA;(2) Cognition and Development, Graduate School of Education, University of California, Berkeley, 4309 Tolman Hall, Berkeley, CA 94720–1670, USA;(3) Education and Human Development, Education Department, Brown University, 21 Manning Walk, 1938, Providence, RI 02912, USA;(4) Human Development, Wheelock College, 200 The Riverway, Boston, MA 02215, USA |
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| Abstract: | Research examining family influences on student motivation and achievement in school has generally focused on parental influences
and has often been limited to one or two variables (e.g., parental expectations or aspirations, parental involvement in schoolwork).
In the present study we interviewed high school seniors to examine whether and how family members affected their academic
motivation and achievement. Interviews were coded holistically for the strength, affective tone, source, and types of familial
influence. Emergent themes from the interview analyses revealed that students perceived a broad range of types and sources
of familial influence on motivation. Interviews were divided into five prototypical patterns: Family Obligation, Family Pleasing,
Family Support, Aversive Influence, and No Influence. The types of familial influence differed by cultural characteristics
(generational status, native country) and by achievement level. Associations between the five patterns of family influence
and existing theories of family influence are discussed. |
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