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The role of teachers’ practices in low-SES mothers’ motivation and involvement in education

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  • Valdés-Cuervo, Angel Alberto
  • Aquino-Zúñiga, Silvia Patricia
  • Parra-Pérez, Lizeth Guadalupe
  • Grijalva-Quiñonez, Christian Samhir

Abstract

Parental involvement impacts their children’s academic achievement. Teachers can promote parental involvement in education by their actions. Thus, the study’s purpose is to examine the associations between teacher-mother relations and teachers’ invitations for involvement with mother's motivation (autonomous or controlling) and involvement in their children's education. The sample included 521 female (Mage = 13.1 years, SD = 1.2) and 463 male (Mage = 14.5 years, SD = 2.3) rural low-SES tele-secondary students and their mothers (Mage = 38.8 years, SD = 6.6). The structural model showed that both positive teacher-mother relationships and the teacher’s invitation to mothers’ involvement positively related to home and school-based mother involvement. Moreover, mothers’ autonomous motivation was positively related to home and school-based involvement, while controlling motivation was negatively associated with home-based involvement. Results also indicate that mothers’ motivation for involvement mediates the relationship between teachers’ practices and mothers’ involvement. Overall, findings suggest that teachers’ practices were related to mothers’ motivation and involvement in education.

Suggested Citation

  • Valdés-Cuervo, Angel Alberto & Aquino-Zúñiga, Silvia Patricia & Parra-Pérez, Lizeth Guadalupe & Grijalva-Quiñonez, Christian Samhir, 2022. "The role of teachers’ practices in low-SES mothers’ motivation and involvement in education," Children and Youth Services Review, Elsevier, vol. 133(C).
    • Handle: RePEc:eee:cysrev:v:133:y:2022:i:c:s0190740921004084
    DOI: 10.1016/j.childyouth.2021.106332
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