Positive parenting and self-regulation of learning in adolescents
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Abstract
The Self-Determination Theory study the motivation for student learning in relation to parenting, facilitating the factor of autonomy for self-regulated learning. In this conceptual framework, the objective of this work is to analyze the influence of parental achievement goals, support for autonomy and parental control on self-regulation of learning in adolescents in the city of Cuenca (Ecuador). A quantitative, descriptive and correlational cross-sectional focus is assumed. 1056 adolescents (47% female and 53% male) from 18 educational institutions, aged 14-19 years, and 1692 parents (56% mothers and 44% fathers) participated. The scales of: Self-regulation of Learning (Chávez & Merino., 2016), Achievement-Oriented Goals (Inda-Caro et al., 2020) and Autonomy Support Scale (Mageau et al., 2015) were applied. The data reveal a positive relationship between support for autonomy provided by parents and the autonomous regulation of adolescent learning. Consequently, it is confirmed that positive parenting is a promoter of this type of learning, of an active and self-directed nature, which could be associated with satisfactory academic results. From this derives the need for close family-school collaboration so that parents strengthen the type of parental behavior that facilitates the involvement of the student as protagonist of their learning process.
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