Mothers’ motivational beliefs and children's learning purpose for doing homework: The mediate effects of autonomy support and control

Abstract

The study analyzed the mediational model of relationship between mothers’ motivational beliefs, type of involvement (autonomy support and control) in homework, and the children's learning-oriented purposes for doing homework. The sample included 235 boys (M age=11.09, SD=0.56 years old), 273 girls (M age=11.12, SD=0.62 years old) and their mothers (M age=37.85, SD=6.94 years old) from Mexican elementary schools. Two structural models were calculated. The first model indicated that mothers’ mastery-oriented goals and self-efficacy had a positive relationship with the support of children's autonomy and a negative one with mothers’ control on children's homework. On the other hand, the mothers’ active role in education resulted negatively related to mothers’ control. Whereas mothers’ performance-oriented goals resulted negatively related to the support of children's autonomy, they were positively related to control. Overall, mothers’ mastery-oriented goals, and self-efficacy had a positive direct and indirect association with children's learning-oriented purpose in homework whereas performance-oriented goals resulted negatively. The alternative model indicated that children's learning-oriented purpose for doing homework promoted mothers’ mastery-oriented goals, self-efficacy, and an active role in education in mothers; in turn, it hinders their performance-oriented goals. In addition, it had positive direct and indirect associate to autonomy support, but not affected control. Overall findings suggest a reciprocal relationship between mothers’ characteristics and children's motivation for homework.