Test of a Model of Parental Inducement of Academic Self-Regulation

Publisher Website
Google Scholar
Abstract
A model of parental inducement of academic self-regulation was tested. One hundred and five elementary-school students were surveyed to assess their perceptions of (a) their parents' influence on their academic self-regulation and (b) their own academic self-regulatory behavior. Their standardized academic achievement scores were also recorded. Factor analysis disclosed that measures of parental modeling, encouragement, facilitation, and rewarding of the students' self-regulation loaded on a factor separate from, but related to, academic achievement; path analysis disclosed that parental self-regulation inducement significantly predicted student academic achievement through mediation of student self-regulatory behavior. The findings are interpreted in light of social cognitive theory, and recommendations are made for further study.