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Coparenting and parent involvement in education: the mediating roles of motivational beliefs

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2020
Çetin, Mustafa
This study aimed to examine parent involvement in education in relation to the quality of coparenting relationship between preschoolers’ parents and their motivational beliefs regarding involvement in education. In line with the aim of the study, the explanatory correlational research design was adopted. The data of the study were gathered from 1,434 parents of preschoolers in Antalya, Turkey through multiple data collection instruments: namely, demographic information form, the Coparenting Relationship Scale, Role Activity Beliefs Scale, Self-efficacy Beliefs Scale, and the Family Involvement Questionnaire. To address the aim of the study, an initial and a final model were created and tested via AMOS statistical package program to explore the direct and indirect relations among the study variables. In these models, first whether the quality of coparenting relationship and motivational beliefs regarding involvement in education significantly predicted the levels of parent involvement in education was explored. Second, motivational beliefs regarding involvement in education were investigated as mediators in the relationships between the quality of coparenting relationship and the levels of parent involvement in education. The results of the analyses showed that motivational beliefs of parents regarding involvement in education significantly and positively predicted school-based involvement and home-school conferencing. Moreover, the quality of coparenting relationship had significant effects on at least one of the home- and school-based involvement and home-school conferencing either directly or through the motivational beliefs of parents regarding involvement in education. In conclusion, the current study revealed that the qualified relations between parents in their parenting associated with the individual motivational beliefs of parents can enhance the parent involvement in education.