Effect of parent support on engagement through need satisfaction and academic buoyancy

  • M. ROHINSA University of Padjadjaran, Indonesia
  • S. CAHYADI University of Padjadjaran, Indonesia
  • A. DJUNAIDI University of Padjadjaran, Indonesia
  • T.B. ZULRIZKA ISKANDAR University of Padjadjaran, Indonesia
Palabras clave: Academic buoyancy, Basic need satisfaction, Engagement, Parent support. / Apoyo de los padres, Compromiso, Flotabilidad académica, Satisfacción de necesidades básicas.

Resumen

ABSTRACT

 

The purpose of this study is to test the model of the influence of support from parents on engagement through basic psychological needs satisfaction on middle school students. Participants in this study were 1352 students. The hypothesized model demonstrated a good fit with the data (RMSEA = .058; CFI = .993; NFI = .991; GFI = .961). It can be concluded that engagement can be formed by parents’ support through the mediation of internal processes within students. The findings reinforce the importance of the role of parents as part of the social context to fulfil basic psychological needs.

RESUMEN

 

El propósito de este estudio es probar el modelo de la influencia del apoyo de los padres en el compromiso a través de la satisfacción de las necesidades psicológicas básicas en los estudiantes de secundaria. Los participantes en este estudio fueron 1352 estudiantes. El modelo hipotético demostró un buen ajuste con los datos (RMSEA = .058; CFI = .993; NFI = .991; GFI = .961). Se puede concluir que la participación se puede formar dentro de los estudiantes. Los resultados refuerzan la importancia del papel de los padres como parte del contexto social para satisfacer las necesidades psicológicas básicas.

Biografía del autor/a

M. ROHINSA, University of Padjadjaran, Indonesia
Meilani Rohinsa is a Candidate Doctor at the Faculty of Psychology at Universitas Padjadjaran, Indonesia. Her speciality is educational psychology. She has worked extensively with Academic Buoyancy and Engagement. The research area is educational psychology.
S. CAHYADI, University of Padjadjaran, Indonesia
Surya Cahyadi is an Associate Professor at the Faculty of Psychology at Universitas Padjadjaran, Indonesia. His speciality is educational psychology. He has worked extensively with Self-Regulated Learning.  Various articles and publications in the field of educational Psychology were delivered at National and International seminars and journals.
A. DJUNAIDI, University of Padjadjaran, Indonesia

Achmad Djunaidi is a Senior Associate Professor at the Faculty of Psychology at Universitas Padjadjaran, Indonesia. His speciality is Clinical psychology. He has worked extensively with the projective Test in Indonesia.  Various articles and publications in the field of clinical Psychology were delivered at National and International seminars and journals.

T.B. ZULRIZKA ISKANDAR, University of Padjadjaran, Indonesia
Zulrizka Iskandar is a professor at the Faculty of Psychology at Universitas Padjadjaran, Indonesia. His speciality is Environmental Psychology. Various articles and publications in the field of Social Psychology were delivered at National and International seminars and journals and various mass media. Consistency of activities carried out by the author in the field of research and community service, namely the field of Social Psychology and Environmental Psychology. Various awards have been received by the writer and the government of the Republic of Indonesia.

Citas

BUFF, A, REUSSER, K, & DINKELMANN, I (2017). “Parental support and enjoyment of learning in mathematics: Does change in parental support predict change in enjoyment of learning?”. ZDM, 49(3), pp. 423-434.

CHEUNG, KC, MAK, SK, & SIT, PS (2018). “Resolving the attitude–achievement paradox based on anchoring vignettes: evidences from the PISA 2012 mathematics study”. Asia Pacific Education Review, 19(3), pp. 389-399.

COLLIE, RJ, & MARTIN, AJ (2017). "Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being". Teaching and Teacher Education, 64, pp. 199-210.

DATU, JAD, & YANG, W (2018). "Psychometric Validity and Gender Invariance of the Academic Buoyancy Scale in the Philippines: A Construct Validation Approach". Journal of Psychoeducational Assessment, 36, pp. 278-283.

DECI, EL, CONNELL, JP, & RYAN, RM (1989). "Self-Determination in a Work Organization". Journal of Applied Psychology, 74(4), pp. 580-590.

DECI, E, & RYAN, R (1994). "Intrinsic Motivation Inventory (IMI)". University of Rochester.

JANG, H., KIM, E. J., & REEVE, J. (2016). "Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model". Learning and Instruction, 43, 27–38.

MARTIN, AJ, & MARSH, HW (2006). "Academic resilience and its psychological and educational correlates: A construct validity approach". Psychology in the Schools, 43(3).

MARTIN, AJ, & MARSH, HW (2008). "Academic buoyancy: Towards an understanding of students’ everyday academic resilience". Journal of School Psychology, 46(1), pp. 53-83.

MARTIN, AJ, & MARSH, HW (2009). "Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs". Oxford Review of Education, 35(3), pp. 353-370.

PITZER, J, & SKINNER, E (2016). "Predictors of changes in students’ motivational resilience over the school year". International Journal of Behavioral Development, 41(1), pp. 15-29.

RAMÍREZ MOLINA, R; VILLALOBOS ANTÚNEZ, J & HERRERA, B (2018). “Proceso de talento humano en la gestión estratégica”. Opción. Revista de Ciencias Humanas y Sociales, 34 (18) pp. 2076-2101.

RYAN, RM, & DECI, EL (2017). "Self‑Determination Theory: An Introduction and Overview". Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness, pp. 1–25.

SKINNER, EA, & BELMONT, MJ (1993). "Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year". Journal of Educational Psychology, 85(4), pp. 571–581.

SKINNER, EA, & PITZER, JR (2012). "Developmental dynamics of student engagement, coping, and everyday resilience". In Handbook of Research on Student Engagement.

TARBETSKY, AL, COLLIE, RJ, & MARTN, AJ (2016). "The role of implicit theories of intelligence and ability in predicting achievement for indigenous (Aboriginal) Australian students". Contemporary Educational Psychology, 47, pp. 61–71.

VILLALOBOS ANTÚNEZ, J; RAMÍREZ MOLINA, R y DÍAZ-CID, L (2019). “Bioética y biopoder: Perspectivas para una praxis pedagógica desde la ética de Álvaro Márquez-Fernández”. Utopía y Praxis Latinoamericana, Revista Internacional de Filosofía y Teoría Social, 24(87), pp. 65-77.

YUN, S, HIVER, P, & AL-HOORIE, AH (2018). "Academic buoyancy: Exploring learners’ everyday resilience in the language classroom". Studies in Second Language Acquisition, 40(4), pp. 805–830.

Publicado
2020-08-19
Cómo citar
ROHINSA, M., CAHYADI, S., DJUNAIDI, A., & ZULRIZKA ISKANDAR, T. (2020). Effect of parent support on engagement through need satisfaction and academic buoyancy. Utopía Y Praxis Latinoamericana, 25(1), 144-153. Recuperado a partir de https://www.produccioncientificaluz.org/index.php/utopia/article/view/33517
Número
Vol. 25 (2020): Extra 6 [Interlocuciones]
Sección
Artículos