Abstract

The transition period from elementary to middle school is challenging. Students are expected to be more autonomous. To cope with these increased levels of autonomy, self-regulated learning skills might help. Previous research has shown that parents play a crucial role in students’ self-regulated learning development. However, research focusing on parental involvement during middle school and the ways in which parents support self-regulated learning at home is limited. Therefore, the present study explores the practices that parents use at home to support middle school students’ autonomy and self-regulated learning. It draws upon semi-structured interviews with eighteen families. The results show that parents mainly guide students’ learning behaviours and motivation. Additionally, parents and students can be divided into three groups based on differences in autonomy granted during learning; these groups reported varying parental practices in fostering self-regulated learning. Overall, the present study highlights the importance of parents’ educational involvement during middle school.
Original languageEnglish
Pages (from-to)261-279
Number of pages19
JournalJournal of Family Studies
Volume27
Issue number2
DOIs
Publication statusPublished - 1 Jan 2021

Keywords

  • adolescence
  • learning support at home
  • middle school
  • parents
  • Self-regulated learning

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