Ind 1000 words
please this assignment is Systematic Literature Review. this one type of Literature Review . i need just 1000 word i will upload information assignment and my question is HOW PARENTAL SCHOOL INVOLVEMENT ENHANCES STUDENTS MOTIVATION TO LEARN AND THEIR ENGAGEMENT AT SCHOOL? my keywords is 1- Parents invovement 2- engagement 3- motivation i need you follow the structure : first write the Title second write introduction and follow the main point ( 5 points) third write Method and follow main point (3 point) fourth write the flow chart ( very important ) i will send example finally write table 1 ( very important) i will touch my last feedback have look to see how my mistake and how my teacher thinking
The study aimed to discover the role of parents in enhancing motivation in learning and engagement of students at school. In this case, parent are expected to provide motivated to the students in order to facilitate learning. However, creating an enabling environment can be a complicated endeavor since the education involves various players. In developed nations where schools are given a higher priority, learning is made a core element such that most of the government resources are channeled towards paying off education bills and supporting the needy students. Even then, according to Frymier (2010), creating an enabling environment for learning does not only entail providing resources but goes to further extents of incorporate the education players in combining learning factors with the learners
Education, according to Frymier (2010), is a highly participatory field and the probability of failing in this field is highly influenced by the level of engagement between the stakeholders. Such stakeholders are considered as the key to the development of knowledge, and their role cannot be overlooked at any single instance. In his study on “enhancing education.” Cano & Cardelle-Elawar (2014), argues that parent are the center of focus when it comes to ensuring students are maintained at school and willing to learn. Therefore, now and then, most of the instances that have led to dropping out of school can be traced back to a failed parent or such other factors that were predominant during a student upbringing. However, studies by Frymier (2010) and Hancock (2012) have made a conclusion that not all cases are necessarily instigated by the parents since some learners, to a lesser extent, face other challenges that cannot directly be attributed to parents.
An issue of importance, in this case, will consider the source of motivation that is necessary for making the learner interested in the process of acquiring the education. Hancock (2012) discusses learning as a voluntary engagement where the person receiving the knowledge should have self-drive without being compelled by any apparent factors. In such a case, the type of motivation required to keep the students performing better is an intrinsic encouragement that is not derived from any immediate external factors. A separate study conducted by Cano & Cardelle-Elawar (2014) proves that there exists various predictor of intrinsic motivation for the learners pursuing various types of studies and more when at different levels of education. By ensuring that the parent accords students the right attention moves them closer to the reality of their education dreams.
In such, the role of parents is considered as the key to engagement between the students and the learning environment. From early years, students are adaptive of the behaviors that are immediate to the home environments and are likely to consider learning environment with similar receptive, if not better. Therefore, availability of role models in the learning environment does not only enable the students to know what they want to be when they grow but also will allow them to understand different learning dynamics, which according to Moreno et al., (2008) is an essential parameter for determining future prosperity. When this aspect is incorporated in the process of learning, students feel more motivated to learn more, and then, eventually contributes to the societal development agendas.
However, the role of students in promoting motivation is not limited since it goes a long way in ensuring that the level of interaction with other colleagues is worthwhile. Responding to the factors contributing to meaningful students’ interaction, Moreno et al., (2008) argue that self-drive is a crucial element that hinders or support positive attitude towards learning. Besides, engaging with other learners is considered as the first step towards liking the education and enhancing the bond between teacher-learners and learner-learner interactions. Therefore, despite high expectations for the parent to be responsive in helping students in gaining academic motivation and promoting engagement, students, teacher, and other players have a critical role in achieving educational dreams.
In conclusion, more often than not, the implication of not providing learners with sufficient motivation leads to far-fetched inference. For example, Moreno & Ortegano-Layne (2008) argue that when a trend of education limitation is persistent in a nation, the implications do not only lead to poverty but also leads to loss of technological and innovation supremacy. However, with an increased concentration towards learning, most parents have found it necessary to dedicate sufficient time in motivating their children to take up learning as a sole responsibility.
First, upbringing has been revealed as among the key factors that change how students perceive education and more, affects the extent to which the learner is motivated. A person raised in a family that positively perceive learning is most likely to feel more motivated. Results also reveal that upbringing is critical in molding the learner to fit the contemporary educational issues. However, the way one is brought is the sole determinant of the learning ability since a student may be raised in an environment that encourages education but fail to emulate those feature and in contrary, end up disliking learning (Hootstein, 1994).
On the same, note the study has further revealed that good performance cannot be used as the parameter for determining the level of motivation at school. Parents may play the role of instilling motivation and encouraging interaction, but even then, a student may lack the ability to learn to even when they are intrinsically and extrinsically motivated. On the other hand, a learner may not be highly motivated, but due to visualization of the impending life uncertainties, they may perform better in abide to evade avoidable life challenges. In such instances, Moreno et al., (2008) argue that the performance is not an accurate scale for determining the level of motivation by the learners.
Finally, parents have been perceived as the sole source of intrinsic motivation which is necessary right from upbringing. Therefore, maintaining a close relationship between the students and their parents is a critical step towards enhancing learning. The study further concludes that other than enabling motivation, parents play an essential role in molding how their children on how they are likely to interact in future by how they are taught regarding relational and interactive skills.
Cano, F., & Cardelle-Elawar, M. (2014). An integrated analysis of secondary school students’ conceptions and beliefs about learning. European Journal of Psychology of Education, 19(2), 167-187. Retrieved from http://www.jstor.org/stable/23420398
Frymier, J. (2010). Assessing Junior High School Students’ Motivation. The High School Journal, 45(7), 302-305. Retrieved from http://www.jstor.org/stable/40368149
Hancock, D. (2012). Influencing Postsecondary Students’ Motivation to Learn in the Classroom. College Teaching, 50(2), 63-66. Retrieved from http://www.jstor.org/stable/27559085
Hootstein, E. (1994). Motivating Students to Learn. The Clearing House, 67(4), 213-216. Retrieved from http://www.jstor.org/stable/30188799
Moreno, R., & Ortegano-Layne, L. (2008). Do Classroom Exemplars Promote the Application of Principles in Teacher Education? A Comparison of Videos, Animations, and Narratives. Educational Technology Research and Development, 56(4), 449-465. Retrieved from http://www.jstor.org/stable/25619936