Ellen Skinner

Date of Award


Document Type


Degree Name

Doctor of Philosophy (Ph.D.) in Systems Science: Psychology


Systems Science: Psychology

Physical Description

1 online resource (xviii, 422 p.) : ill. (some col.)


Influences, Parents, Teachers, Education -- Parent participation, Motivation in education, Achievement motivation in children, Effective teaching, Teacher-student relationships




The current study developed a comprehensive theoretical framework of joint multiple contextual influences (JMCI framework) to guide empirical investigation of combine influences of social contexts on children's academic outcomes. Drawn from several general frameworks, four models of joint social influences were proposed: Independent, Interactive, Differential, and Sequential. Using a motivational framework, all four models were tested empirically for joint effects of parents and teachers on children's self-perceptions (relatedness, competence, and autonomy) and classroom engagement. Overall, this study provided some empirical support for every category of models proposed in the JMCI framework. The joint influences of parents and teachers on children's self-perceptions were mostly independent and unique. Most joint influences were additive: one social context couldn't buffer or amplify the effects of the other context. Only joint effects of Non-Supportive parents and Supportive teachers interacted in their influences on children's competence: Supportive teachers were able to safeguard and counterbalance the negative influences of Non-Supportive parents. The study also indicated that self-system processes are possible pathways through which parents and teachers exert their influences on children's academic engagement and that this influence depends on the age of the developing child. The study also suggested that children's engagement may be a mechanism that mediates the relationship between parents' and teachers' contexts.


Portland State University. Systems Science Ph. D. Program

Persistent Identifier