Student Motivation and Parental Involvement

Dena Wagner
March 28, 2002

Motivation in the classroom is an essential component of teaching. Grolnick and Ryan (1992) explore the central purpose of education by stating, "It can be argued that more significant than the attainment of specific contents taught in schools is the growth within each child of an interest and curiosity about the world around him or her and the development of a confidence and sense of competence in learning. Such a framework recognizes that achievement in school is a short-term goal whereas the enhancement of the motivation to learn is an ongoing lifelong one" (p. 277).

Obviously, motivation is a critical issue in education. Wlodkowski and Jaynes (1990) explain that in the broadest sense, motivation is "a value and a desire for learning" (p. 6). How is motivation further defined, and what factors influence student motivation? These are questions which will be explored in this paper. An issue to be examined in particular is the role of family in a student’s motivation to learn. An argument will be presented for enlisting the support of families as a component of teaching efforts to foster student motivation.

Motivation involves a student’s desire to participate in the learning process. It is also concerned with the reasons or goals which underlie a student’s participation in learning activities (Lumsden, 1994). Motivation can be either intrinsic or extrinsic in its source. Woolfolk (2001) describes intrinsic motivation as involving internal, personal factors such as needs, interests, curiosity, and enjoyment. A student who is intrinsically motivated undertakes an activity "for it’s own sake", because the activity itself is rewarding (Lumsden, 1994; Woolfolk, 2001). In contrast is extrinsic motivation, in which the student engages in an activity in order to obtain a reward, or to avoid a punishment. This student is not really interested in the activity for its own sake, but rather for what it will gain them (Woolfolk, 2001).

In teaching, both intrinsic and extrinsic motivation are important. Intrinsic motivation increases the effectiveness of learning, and is therefore more desired (Fulk, 1994). Lumsden (1994) notes that when students are intrinsically motivated, they tend to use strategies that require more effort and involve processing of information on a deeper level. Students with an intrinsic orientation also tend to prefer tasks that are moderately challenging. In contrast, students who are extrinsically motivated tend to put forth a minimum of energy in less difficult tasks.

Realistically, not every educational activity will be intrinsically motivating. When students exhibit minimal motivation, extrinsic motivation can be utilized to foster the development of intrinsic motivation. Teachers can enhance intrinsic motivation by using strategies such as praise and goal setting (Fulk, 1994).

Virtually all children are born with a motivation to learn (Wlodkowski & Jaynes, 1990). Infants and young children are naturally curious, and appear driven by a need to explore and interact with their world (Lumsden, 1994). Unfortunately, children seem to loose this enthusiasm for learning as they grow. Lumsden (1994) notes that "learning often becomes a drudgery instead of delight" (p. 31). Where does the motivation go? Wlodkowski and Jaynes (1990) provide three explanations for the decrease in motivation as children get older: 1) The design of the graded school, where students are faced with quizzes, tests, exams, grades, assignments, homework and projects. These are demands which the students did not face in their younger years. 2) The increasing complexity of advanced learning, and 3) The distractions of a chaotic society and world which compete for a student’s time, energy, and attention.

Work discussed by Harter (1996) revealed a shift from predominantly intrinsic motivational orientation in third grade to a more extrinsic motivational orientation by ninth grade. Several factors were presented as contributing to the decreasing levels of intrinsic motivation in some students. These include the teachers’ increased emphasis on grades, competition, and control of students. In the shift from elementary to middle school, students find an environment that is more impersonal, more formal, more evaluative, and more competitive than what they had previously experienced.

Wlodkowski and Jaynes (1990) also consider factors influencing motivation outside the school environment. They present four major influences on an individual’s motivation to learn: culture, school, the child as an individual, and family. Each of these influences are discussed in the paragraphs which follow.

Culture involves an ethnic group’s values, both stated and implied, regarding learning. Wlodkowski and Jaynes (1990) explain that these values are transmitted through religion, myths, and folklore of the culture; politics; the status and pay of teachers; the expectations for parents regarding the preparation of their children for school; and the role of parents in relationship to the school.

In schools, teachers can have a significant impact on students’ motivation to learn. Hootstein (1998) has developed a model which outlines four key conditions that will increase a student’s motivation to learn. Called the RISE model, it includes Relevant subject matter, Interesting instruction, Satisfied learner, and Expectations of success. Relevant subject mater relates content to the students’ needs, concerns, interests, and experiences. Interesting instruction is stimulating and piques student curiosity. Satisfied learners have been made to feel good about their accomplishments, through reinforcement provided by the teacher for successes. Expectations help students believe they will succeed and is accomplished by the teacher helping the student expect success.

A teacher’s influence on motivation to learn also depends on attitudes and traits that individual students carry into the classroom. There is a point at which the teacher alone cannot overcome the negative effects of hostile behavior and self-defeating attitudes in a student (Wlodkowski & Jaynes, 1990).

In regard to family, Wlodkowski and Jaynes (1990) assert that parents appear to be the primary influence on a child’s motivation to learn. Family has an impact on motivation at every stage of development, lasting through secondary school and beyond. Healthy, effective families possess positive attitudes and behaviors toward their children which help them to succeed in school and life (Wlodkowski & Jaynes, 1990). With parents being a child’s first and most important teacher, it seems obvious that family will have a significant influence on the development of a child’s motivation to learn. Garrett (1995) asserts in a speech at the Oklahoma Administrator’s Conference that "the smallest school in America is the family", which illustrates the significant role that family has in education and motivation of students.

Research strongly supports the benefits of having parents involved in their child’s education (Pape, 1999). Pape (1999) states that "research also indicates that parents who are involved in their child’s academic life have a profound effect on the child’s ability to learn and help instill in them an appreciation for learning that can last a lifetime" (p. 48). Fager and Brewster (1999) discuss the benefits associated with parental involvement as involving improved academic performance, improved school behavior, greater academic motivation, and lower dropout rates. Wlodkowski & Jaynes (1990) list the following as benefits of a positive relationship between teachers and parents: the establishment of mutual trust; the expressed shared goal of the best interest of the child; the creation of a vehicle for open communication; and the clarification of an attitude of collaboration and problem solving rather than blaming (p. 57).

Unfortunately, parents and educators are often seen holding one another at arm’s length, uncertain of the role each should play (Fager & Brewster, 1999). Parents and
teachers find themselves in conflict when problems arise. In these situations, teachers often blame the home, while parents blame the school (Wlodkowski & Jaynes, 1990).

The benefits of positive relationships between school and family are difficult to dispute. What can be done to increase parent involvement? Pape (1999) provides four strategies for teachers in working toward this goal. These include meeting parents on their own turf, making schools parent-friendly, covering all languages, and involving parents in the school’s decision making process. Home visits are explained as a great way to build parent trust. Schools can take steps to create a welcoming environment for parents, through friendly staff and signs helping them find their way around the building. Overcoming language and cultural barriers is an important aspect in working with diverse students. Lastly, opportunities should be available for parents to be involved in the school’s decision making process.

Wlodkowski & Jaynes (1990) provide ideas such as contacting parents through personal phone calls, during which the teacher introduces him or herself and expresses a willingness to answer their questions and listen to their concerns. In cases where this may be impossible, a letter can be sent to parents communicating the same message. Teachers can also send home an open-ended questionnaire, asking parents for feedback which might be helpful. This could include questions about the student’s health history, study habits, special family situations, and recent events in the family. It is noted that it is important that the request for this information be made in the context of assisting the child in the classroom, and that completion of the form is optional.

Challenges will undoubtedly arise in efforts to work with challenging, or difficult parents. These can be negative individuals who are critical of the school, apathetic parents who have little interest in what their child does at school, or those who are chronic complainers and are impossible to please (Fager & Brewster, 1999). Fager and Brewster (1999) list some suggestions for dealing with such difficult parents. The first of these involves an approach of respect and willingness to listen, keeping in mind that the teacher and the parent have at least one thing in common- the desire for the child to succeed. Specific complaints can be addressed by problem solving what the teacher and parent can do together to find a solution. Empathy can be achieved by trying to gain an understanding of the parent’s perspective. Lastly, teachers must remember to keep an attitude that is not negative or defensive. Wlodkowski and Jaynes (1990) state that it is helpful for parents and teachers to assume that both are concerned and competent people; both are making their best efforts for the good of the student; both have to contend with pressure and responsibilities; and both need support in their efforts toward problem solving.

As Fager and Brewster (1999) point out, it is important to remember that not every parent will be won. While it is important that efforts are made to maintain a positive working relationship, some parents will resist in spite of all best efforts by educators.

This paper has presented a discussion of motivation, and the critical role that it plays in student success in the classroom. If a student is not motivated to learn, even the most talented and experienced teacher will face difficulty in helping the child achieve their fullest potential. Understanding the various factors which influence motivation will assist teachers in developing strategies for encouraging motivation in the classroom.

One area which has a significant influence on student motivation is the family. This is supported by research discussed in this paper, and is clearly illustrated by the idea that parents are a child’s first and most influential teachers. Parents shape the way in which a child approaches the world, and their perceived value of learning.

Enlisting the support of parents has obvious benefits, although it can’t be argued that challenges are involved in working towards such a collaboration. Teachers who take active steps to encourage a positive working relationship with parents, in spite of the additional time and challenges faced, may find insights and support they might not have discovered otherwise. Efforts to involve and empower families in the educational process can send parents the message that they are an important part of their child’s success. Parental support and involvement can make a critical difference in a student’s motivation for learning, affecting both their academic and personal growth.

Strategies for encouraging involvement of families have been outlined in this paper. Engaging parents is a goal which involves ongoing efforts and commitment on the part of the teacher. It is a challenge that at many teachers would rather avoid, however the benefits to be gained by students are too great to be ignored.

References

Fager, J., & Brewster, C. (1999). Parent Partners: Using Parents to Enhance Education. Northwest Regional Educational Laboratory. http://www.nwrel.org/request/march99/index.html (2002, March 12).

Fulk, B., & Montgomery-Grymes, D. J. (1994). Strategies to Improve Student Motivation. Intervention in School & Clinic, 30 (1), 28-33.

Garrett, S. (1995, October). America’s Smallest Schools: Families. Vital Speeches of the Day, 61 (24), 742-749.

Grolnick, W.S., & Ryan, R. M. (1992). Parental Resources and the Developing Child in School. In M. Procidano & C. Fisher (Eds.), Contemporary Families: A Handbook for School Professionals (pp. 275-291). New York: Teachers College Press.

Harter, S. (1996). Teacher and classmate influence on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.) Social Motivation: Understanding Children’s School Adjustment (pp. 11-42). New York: Cambridge University Press.

Hootstein, E. (1998). Motivating the Unmotivated Child. Teaching PreK-8, 29 (3), 58-59.

Lewis, B. F. (1994). Helping Johnny Be Good. Vocational Education Journal, 69 (2), 62-63.

Lumsden, Linda. (1994). Student Motivation to Learn. Emergency Librarian, 22 (2) 31-32.

Pape, B. (1999). Involving Parents Lets Students and Teachers Win. Education Digest, 64 (6) 47-51.

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Rinne, C. H. (1998). Motivating Students is a Percentage Game. Phi Delta Kappan, 79 (8) 620-627.

Wlodkowski, R., & Jaynes, J. H. (1990). Eager to Learn: Helping Children Become Motivated and Love Learning. San Francisco: Jossey-Bass Publishers.

Woolfolk, A. (2001). Educational Psychology. Boston: Allyn and Bacon.