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Cited by 9Parental Involvement in EducationEducation, Achievement, and GiftednessDiverse Education Studies and Reforms

How Finnish and Portuguese Parents’ Implicit Beliefs About Learning Actualize at Home

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Levinthal, Cristiana, Kuusisto, Elina, Tirri, Kirsi·2021·Frontiers in Education
DOI 10.3389/feduc.2021.635203
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Abstract

The purpose of this qualitative study was to explore parental engagement in the home learning environment, and parents’ implicit beliefs about learning underlying such engagement. Nineteen parents of school children between 7 and 12 years old were interviewed in two different cultural contexts, Finland (N= 10) and Portugal (N= 9). The interviews were subjected to inductive and deductive content analysis. Forms of parental engagement at home were similar in both countries, divided between two main categories:engagement with their child’s holistic developmentandengagement with the child’s schooling process. Parental narratives about engagement were, for the most part, embedded in a growth mindset (or an incremental meaning system). The most common actualizations of engagement included considering the child’s learning contexts and emotions; encouraging effort, persistence and practice; approaching difficulties as a natural part of learning and suggesting strategies for overcoming them. Parental practices of engagement were combined with the actualization of their implicit beliefs to create parental engagement–mindset profiles. Twelve parents were classified as having agrowth mindset to support the child’s holistic developmentprofile, and the other seven were distributed amongst the three remaining profiles. The study contributes to the growing interest on the association between parental engagement and their learning-related implicit beliefs, giving clear first-person illustrations of how both occur and interact in the home learning environment. Implications for practice are discussed.

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  • A recent study on the two nations demonstrates that Finnish and Portuguese parents refer to relationship- and leisure-based interactions with their children as legitimate forms of engagement with learning more often than they refer to schooling-related activities.

    “It demonstrates that Finnish and Portuguese parents refer to relationship- and leisure-based interactions with their children as legitimate forms of engagement with learning more often than they refer to schooling-related activities.”

    From Finnish and Portuguese Parents' Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement (2021) · cites this paper as [51]

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Research works printed but not linked: 3

  1. Eccles, J. (2007). "Families, schools and developing achievement motivations and engagement, " in Handbook of Socialization: Theory and Research, eds J. Grusec and P. Hastings (New York, NY: The Guilford Press), 665-691.
  2. Finnish Advisory Board on Research Integrity (2009). Ethical Principles of Research in the Humanities and Social and Behavioural Sciences and Proposals for Ethical Review. Available Online at: https://www.tenk.fi/en/ethical-review-in-human- sciences (accessed on October 20, 2020).
  3. Larsson, S. (1998). On Quality in Qualitative Studies. Education on-line. Published version in Swedish: Larsson, S. (1993/2005). Om kvalitet i kvalitativa studier. Nordisk Pedagogic, 25(1), 16-35. Available online at: www.leeds. ac.uk/educol/documents/000000821.htm (accessed on September, 5).

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Authors
Levinthal, C., Kuusisto, E., & Tirri, K.
Affiliations
  • University of Helsinki (FI)
  • Tampere University (FI)
Corresponding author
Levinthal, Cristiana
ORCID
Venue
Frontiers in Education
Publisher
Frontiers Media SA
Published
2021-04-09
Volume
6
ISSN
2504-284X (ISSN-L)
DOI
10.3389/feduc.2021.635203
OpenAlex
W3155504633
Cited by
9
References
52
Citations by year
2023: 2 · 2022: 4 · 2021: 3
FWCI
3.95
Type
journal article
Language
en
Open access
Licence
Locations
  • Frontiers in Education (publishedVersion, cc-by)
  • Työväentutkimus Vuosikirja (submittedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Tampere University Institutional Repository (Tampere University) (submittedVersion, cc-by)
Funders
Opetushallitus
Topics
  • Social Sciences › Education › Parental Involvement in Education
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Diverse Education Studies and Reforms
Keywords
parental engagement, growth mindset, home learning environment, parental narratives, holistic child development, cross-cultural comparison, Finland, Portugal, parental practices, effort and persistence

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