Parental motivational beliefs, school involvement, and perceptions of adolescent academic self-efficacy

Puklek Levpušček, Melita (author), Štravs, Lea (author)

Grounded in the revised Hoover-Dempsey and Sandler model of parental involvement, this study examined motivational beliefs of parents regarding their school involvement, specific forms of involvement, and how these relate to parents’ perceptions of their child’s academic self-efficacy. Using a quantitative survey design, data were collected from a sample of 331 Slovenian parents of adolescents aged 12 to 15 years. Parents reported high levels of general invitation to participate in school, high levels of beliefs about their active role in their child’s education, and generally positive attitudes toward school. These motivating beliefs were consistently and positively associated only with their direct involvement at the school level. Both forms of involvement (school and home activities) were negatively related to adolescents’ academic self-efficacy.

• Language: English
• Keywords: parental involvement, academic self-efficacy, motivational beliefs, parents, adolescents
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: FF - Faculty of Arts
• Publication status: Published
• Publication version: Version of Record
• Year: 2026
• Number of pages: Str. 1-17
• Numbering: Vol. 19, no. 1
• PID: 20.500.12556/RUL-181295
• UDC: 37.015.3-055.52
• ISSN on article: 2350-4803
• DOI: 10.18690/rei.5131
• COBISS.SI-ID: 273695235
• Publication date in RUL: 31.03.2026

Record is a part of a journal

• Title: Revija za elementarno izobraževanje
• Publisher: Univerzitetna založba Univerze v Mariboru
• ISSN: 2350-4803
• COBISS.SI-ID: 271923456

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Starševska motivacijska prepričanja o vključevanju v izobraževanje, oblike vključevanja in učna samoučinkovitost mladostnikov

Abstract

Na podlagi revidiranega Hoover-Dempsey in Sandlerjevega modela starševske vključenosti smo v raziskavi preučevali motivacijska prepričanja staršev glede njihove vključenosti v šolo, specifične oblike vključenosti ter njihovo povezanost z zaznavo učne samoučinkovitosti otrok s strani staršev. Podatke smo zbrali z anketnim vprašalnikom na vzorcu 331 slovenskih staršev mladostnikov, starih od 12 do 15 let. Starši so poročali o visoki stopnji zaznanih povabil s strani šole, močnih prepričanjih o svoji vlogi pri izobraževanju, pozitivni vrednosti šole ter zaupanju v lastno znanje in sposobnosti za vključevanje. Ta motivacijska prepričanja so bila enotno in pozitivno povezana le s starševskim vključevanjem v šoli. Obe obliki vključevanja (v šoli in doma) sta bili negativno povezani s starševsko zaznavo učne samoučinkovitosti mladostnikov.

• Keywords: starševsko vključevanje, učna samoučinkovitost, motivacijska prepričanja, starši, mladostniki

Projects

• Funder: ARIS - Slovenian Research and Innovation Agency
• Project number: P5-0062
• Name: Uporabna razvojna psihologija