Barbara Otto, Franziska Perels, Bernhard Schmitz:
Zum Zusammenhang des Elternverhaltens mit dem selbstregulierten Lernen von Grundschülern
The Correlation of Parental Behavior with the Self-Regulative Learning of Elementary School Students

2008, 288-300

Summary: With regard to results concerning the influence of parents’ behavior on the academic performance of their children, the aim of our study was to examine the correlation between -parental variables and self-regulative learning as well as the learning efficiency of elementary students. A total of 179 4th graders and their parents participated in our study. To assess the students’ learning behavior as well as the perceived school-oriented behavior of their parents, the 4th graders had to fill out a questionnaire. Besides this questionnaire, they also worked on a mathematical problem-solving test. Parents were asked about their school oriented behavior by means of a questionnaire. Both the pupils’ and the parents’ questionnaires were paralleled and oriented around the collecting of the parental varia-bles. Analyses of correlations as well as regression analyses were conducted to analyze the relationship between parental and student variables. Besides, we examined the influence of the learning situa-tion at home on the learning behavior of students. As expected, the results show significant correlations between parental support of autonomy and children’s self-regulated learning and mathematical prob-lem-solving. Additionally the quality of the parent-child-relationship in homework situations has an important impact on children’s learning. The results indicate that the parental modelling -unexpectedly did not have a significant correlation with students’ variables, whereas the quality of the parent-child-relationship could be seen as an important predictor of students’ learning behavior and performance.

Keywords: Parents, self-regulation, self-regulated learning, mathematical problem-solving, elementary school

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