Date of Award
2024
Document Type
Thesis
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Education
First Supervisor
Anabela Malpique
Second Supervisor
Helen Davis
Abstract
Research suggests that parental involvement is important for supporting children’s early literacy development. However, much of the existing research has focused on reading outcomes, and studies have seldom examined the influence of parental involvement on children’s writing outcomes. Learning to write is a complex process. Furthermore, although writing is a necessary skill required throughout schooling and the workforce, evidence from international studies suggests children’s writing performance is in decline. Theoretical models of writing have proposed the importance of contextual factors in shaping children’s writing acquisition and development, which may include parents. However, whilst previous research suggests parental involvement in supporting literacy development– namely reading - is associated with better literacy outcomes in children, few studies have examined the influence of parental involvement on children’s writing. Furthermore, research examining the beliefs and motivations influencing parental involvement in children’s writing has largely gone under-studied, and few studies examining parental involvement in children’s writing have included the perspectives of children. The present PhD project aimed to bridge this gap by examining parental involvement in children’s writing and its association with children’s attitudes toward writing and the quality of their written compositions. The project, which consisted of four studies, followed a mixed methods design that included Structural Equation Modelling (SEM) analyses and deductive content analysis. This project examined motivational factors (autonomous and controlled motivations, responsibility, and self-efficacy) influencing Parent/Carers’ involvement in supporting their children's writing at home. In turn, this study investigated if parental motivation was related to the frequency with which parents were involved with their child’s writing. Lastly, this project examined if these motivational and involvement variables were related to children’s writing outcomes (children’s attitudes towards writing and writing quality). Participants included 159 Year 2 children and their parents based in Western Australia. Of these, 27 parent-child dyads also participated in recorded interviews to examine parents’ and children’s perspectives of parental involvement in children’s home-led writing. In the first study, findings from a systematic review of 22 studies suggested positive associations between parental involvement in children’s writing, writing performance outcomes, and children’s motivation to write. In the second study investigating parental motivation and involvement in children’s writing, findings from SEM analysis showed parents’ autonomous motivation was indirectly related to children’s writing quality via the mediators of parental involvement and children’s attitudes towards writing. The third study, which looked into parental self-efficacy to support children’s writing at home, showed no relationship between parents’ selfefficacy beliefs in supporting their children’s writing development and children’s writing outcomes. Lastly, in the final study examining parents’ and children's perspectives of parental involvement in home-led writing activities with their children, findings from deductive content analyses suggested that whilst both parents and children may hold positive attitudes about parental involvement in children’s writing, many parents reported a disconnect between home-school partnerships. Despite this, both parents and children described children engaging in a wide range of writing activities at home. Collectively, overall findings from these four studies suggest that when parents are involved in writing activities with their children at home, their children are more likely to hold stronger positive attitudes towards writing. Project implications include encouraging stronger home-school partnerships, as stronger communication between parents and schools may help parents in supporting their children’s writing acquisition and development.
DOI
10.25958/nxgz-6m49
Recommended Citation
Kelso-Marsh, B. P. (2024). Parental involvement in children's writing. Edith Cowan University. https://doi.org/10.25958/nxgz-6m49