There is a vast research literature attesting to the importance for the achievement of children of parental involvement in their school (Fan & Chen, 2001). Much less has been written, however, the influence of parental involvement in schools on the academic motivation of children.

There are many ways that parents can be involved in the education of their children. The most common way is to engage with their kids on tasks and projects. Even the parents are involved when they visit the schools for children, meet with their teachers, participate in school activities and events, volunteering at the school, obtain resources for the events of the school, help their children with course selection, follow children’s academic progress, or to make their educational values ​​to children. The available literature shows beneficial effects of parental involvement in schools for several variables including the motivational commitment of the school intrinsic motivation, perceived competence and control, self-regulation, mastery goal orientation and motivation to reading (Gonzalez-DeHass, Willems, and Doan Holbein, 2005; Ratelle, Guay, Larose, and Senecal, 2004). Parental involvement is significantly associated with the development of children’s capacity for self-regulation (smooth, Neitzel, Sears, and Hoke-Sinex, 2001). Research also shows that the involvement of parents in homeless families refers to the achievement of goals for children and proper classroom behavior, the latter is a critical correlate of motivation (Miliotis, Sesma, and Masten, 1999).

Once children are in school, parent involvement both inside and outside the school directly relates to the motivation of children and the realization (DeHass-Gonzalez et al, 2005;. Tamis-LeMond & Cabrera, 1999). Although fathers are seen less often than mothers at events such as parent-teacher conferences and school meetings, their presence in these activities is important. Perhaps the father’s presence sends a message to the child that school is important, because the father is willing to spend part of his time.

DeHass-Gonzalez et al. (2005) discuss possible explanations for the benefits of parental involvement on the motivation of children. Research shows that parental involvement improves children’s perceived competence and control. Children who feel more effective and in control of their education tend to be more motivated to learn. Parental involvement also gives children a sense of security and connection. Especially as children grow, the involvement of parents carrying children are very important to their parents. This sense of connection can help children develop friendships among peers who share. Third, parental involvement helps children internalize educational values. The involvement of parents stated that education is important, and this may be particularly critical among adolescents who have friends who are disengaged from school and taking account neglect. And finally, the motivation of children may actually increase the involvement of parents. When children are motivated to do well in school and participate in the activities of parents are likely to encourage and assist them. Therefore, the influence of parental involvement and motivation for children can be mutual.

The implementation of strategies for parental support and family

Parents can influence the motivation of their children, both directly (for example, giving advice, requiring them to do homework) and indirectly (for example, desirable to management and others that influence their motivation). Some examples of these follow.

1. During the summer holidays, Kara has been around the house and watch TV and video. To stimulate the academic motivation, her parents agree to it being part of a summer book club. If you read 10 books, his parents will take her to the beach for a weekend. This motivates Kara and she makes good progress. After finishing his tenth book, he kept his motivation for reading and completing five books before school began.
2. Jack takes her third grade daughter Samantha one day a week and the door out to lunch. Jack always arrives a few minutes early, before Samantha leaves the class he walks through the halls at school and say goodbye to the staff (eg, principal, media specialist, staff, teachers) and the other parents. Samantha likes to go to lunch with his father, and his time taken from his busy schedule to spend time with her to school and show them how important he thinks the school. From the middle of the school year, Jack has volunteered to work on three tasks, which further increases its involvement in the school of Samantha.
3. Twelve years of Tad’s parents are worried because two of his friends are part of a crowd that no academic value. When a band camp is advertised, occurs with parents of other children to see who will be present. It becomes clear that many of the students attending the camp also earn good grades in school. Tad’s parents convince him to participate in the camp. Even if you can not control his friends will be at the camp, that figure probably does not really matter who they are, because the campers as a group will be students who do well in school.
4. A lot of friends 14 years Jason are hanging out at the mall on weekends. This is not the crowd that his parents want him to join. A classmate of parents who share this concern, just an old building in the city. Along with Jason and the other parents, renovate and equip the games and activities for teenagers. When it opens, Jason and many others, instead of going there at the mall. The parents take turns supervising. Jason parents find that students who come are part of the crowd at the social and academic school.
5. When 10 years, Laura comes home from school every day, talking to her mother about what happened at school. His mother stops what he is doing to devote his attention to Laura at this time. Laura appreciates his mother’s responsiveness to their needs. Once this is over, Laura and her mom Laura decide on a plan to complete the tasks. Laura positive report from the teacher to help build his mother’s own parents-efficacy and motivate her to continue living this “talk time” each day with Laura.

In summary, there is evidence that parental involvement in the development of cognitive, social, and emotional impact the education of children, as well as prosocial behavior and academic motivation and achievement.

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