Presentation Schedule


Presenter Registration Banner 5

Parenting and Motivation: Parental Conduct and Coping with Children’s Learning Motivation Difficulties (108797)

Session Information:

Session: On Demand
Room: Virtual Poster Presentation
Presentation Type:Virtual Poster Presentation

All presentation times are UTC + 1 (Europe/London)

Within Self-Determination Theory, motivation is conceptualized as a continuum ranging from amotivation to intrinsic regulation. In children with learning difficulties, diminished perceived competence is associated with lower engagement and persistence. While extensive research has examined children’s motivation, far less attention has been given to how parents interpret and respond to perceived motivational decline, and how these interpretations shape home–school dynamics. This study approaches “lack of motivation” not as a fixed child trait, but as a relational construct emerging within family and school contexts. The study examines how parents interpret and manage their child’s perceived lack of learning motivation, how these interpretations shape coping practices, and how parents position educational professionals within this process. A qualitative design was employed. Semi-structured, in-depth interviews were conducted with 18 parents of elementary school children. Data were analyzed using thematic content analysis. Parents described emotional strain, relational tension, and a sense of responsibility for restoring motivation. Coping practices revealed a tension between autonomy-supportive intentions and performance-driven strategies such as incentives and persuasion. Many parents perceived school culture as outcome-oriented, reinforcing performance expectations while offering limited engagement with underlying motivational processes. “Lack of motivation” thus emerged as a relational and contextual phenomenon rather than an individual deficit. Findings reconceptualize parental coping as part of a broader motivational ecology shaped by performance norms. Addressing motivational processes through collaborative, autonomy-supportive parent–school partnerships may strengthen children’s autonomous engagement in learning.

Authors:
Asnat Dor, Max Stern Academic College of Emek Yezreel, Israel


About the Presenter(s)
Dr Asnat Dor is a University Associate Professor/Senior Lecturer at Max Stern Academic College of Emek Yezreel in Israel

See this presentation on the full scheduleOn Demand Schedule




Virtual Poster Presentation




Conference Comments & Feedback

Place a comment using your LinkedIn profile

Comments

Share on activity feed

Powered by WP LinkPress

Share this Presentation

Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00