The Relationship between Socioeconomic Status, Maternal Involvement in Learning, Parenting Behavior and Children`s Self-Determination Motivation
Bo Hay Noh , Seong Yeon Park , Yeon Kyung Chee
Abstract
The purpose of this study was to examine the relationship between socioeconomic status, maternal involvement in learning, parenting behavior and children`s self-determination motivation. The participants of this study consisted of 333 fifth- and sixth-grade elementary school children and their mothers living in Seoul. The results of this study indicated that mothers with a higher educational attainment reported greater autonomy support behavior and involvement in their offspring`s learning. Conversely, mothers with low incomes were found to use psychological control and were also found to be involved in learning to a lesser degree. Hierarchical multiple regression analysis indicated that children whose mothers were less involved in learning showed higher levels of self-determination motivation. Additionally, maternal support for autonomy and psychological control had a number of moderating effects on the association between maternal involvement in learning and the child`s self-determination motivation. Specifically, children tended to exhibit significantly lower levels of self-determination motivation when mothers were more involved in learning among those who received less support in terms of autonomy. Conversely, children had significantly higher levels of self-determination motivation when mothers were less involved in learning when it came to those children who were under less psychological control.
PDF Links
Full text via DOI
Download Citation 
