EXPLORING THE LINK BETWEEN PARENTAL INVOLVEMENT AND PUPIL MOTIVATION IN READING, WRITING AND MATHEMATICS IN ROMANIAN PRIMARY EDUCATION
EXPLORING THE LINK BETWEEN PARENTAL INVOLVEMENT AND PUPIL MOTIVATION IN READING, WRITING AND MATHEMATICS IN ROMANIAN PRIMARY EDUCATION

Summary/Abstract: Family-school partnerships play a significant role in shaping pupils’ school motivation, particularly in primary education. In the present non-experimental, correlational, cross-sectional study, associations between parental involvement and students’ motivation to learn in different subjects were investigated. The study presents a dyad sample of 79 primary school students and one parent for each child, during the school year 2022–2023. Student motivation was assessed in reading, writing, and mathematics, distinguishing among three dimensions of motivation according to the self-determination theory. The parents also responded to a questionnaire measuring their involvement in school activities, communication with teachers, and involvement at home. Significant associations were identified only between parental involvement in school activities and student motivation for reading (r = .25, p < .02, r² = .063) and writing (r = .21, p < .05, r² = .043). These results suggest that parental involvement in school activities is associated with higher literacy-related motivation, although the cross-sectional nature of the data does not allow causal conclusions. The study has potential implications for identifying school-based parental involvement as a promising correlate of students’ motivation for reading and writing. Future research should evaluate these relationships using longitudinal designs and more diverse samples to clarify directionality and generalizability.

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