5 - Parents’ Engagement in Adult Literacy and its Impact on their Children’s Schooling
Corresponding Author(s) : Efua Irene Amenyah
Africa Development,
Vol. 37 No. 3 (2012): Africa Development: Special Issue on Parents’ Involvement in Children’s Lives in Africa
Abstract
This study examined the positive impact of adults’ engagement in literacy classes and its relation to the retention and performance of their children’s schooling. It was hypothesized that adults who are pursuing personal goals by engaging and attending literacy classes when perceiving the instrumentality value of the learning activities have their children attend and succeed at their schooling. A mixed research methodology combining qualitative and quantitative approaches was used to collect and analyse data. Respondents included 132 adult learners and 20 volunteer teachers from ten different adult literacy classes across Togo. Results have shown that adults who engaged in learning and performed and persevered while attending literacy classes, show positive behaviours to their children and consequently were able to be involved in their children’s schooling by encouraging them to learn for better achievement and performance in school.
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- Amenyah, E.I., 2005, ‘Evaluation des programmes d’alphabétisation destinés à des auditrices au Togo’, CUSE/FASTEF, Dakar, Université Cheikh Anta Diop, UCAD.
- Amenyah, E.I., 2011, ‘La Problématique de «Départ Précoce» dans les classes d’alphabétisation des adultes au Togo’, IPSY/PSP, Louvain la Neuve, UCL.
- Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Perceived Value, Goals and Engagement in Learning in Adult Literacy Programs’, Bulgarian Comparative Education Society, Plovdiv, BCES Conference, Vol. 9, pp. 369-374.
- Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Related Cost Value, Engagement in Learning Activities and Drop-out in Adult Literacy Classes’, Occasional Papers in Education and Lifelong Learning, Vol. 4, nos. 1-2, pp. 83-95.
- Aubret, J., 2001, ‘L’engagment en formation et les rapports au travail, à autrui et à soi’, Carré, P., ed., L’engagment en formation et les rapports au travail, à autrui et à soi, Paris, Harmattan, pp. 163-182.
- Balleux, A., 2000, ‘Evolution de la notion d’apprentissage expérientiel en éducation des adultes: vingt-cinq ans de recherche’, Revue des sciences de l’éducation, Vol. 26, no. 2, pp. 263-286.
- Boekaerts, M., Pintrich, P.R. and Zeidner, M., Eds., 2000, Handbook of Self- Regulation, San Diego, Academic Press.
- Bourdon, S., 2010, ‘L’éducation des adultes, entre le biographique et le curriculaire’, Education et Francophonie, Vol. 38, no. 1, pp. 1-10.
- Bourgeois, E., 1996, ‘L’adulte en formation: regards pluriels’, Perspectives en éducation, Bruxelles, De Boeck Université.
- Bourgeois, E., 1998, ‘Apprentissage, motivation et engagement en formation’, Education Permanente, Vol. 136, no. 3, pp. 101-109.
- Bourgeois, E., 2006, ‘Se motiver à apprendre’, Chapelle, G. et Bourgeois, E., eds., Se motiver à apprendre, Paris, Apprendre, PUF.
- Bourgeois, E., 2006, ‘Tensions identitaires et engagement en formation’, Barbier, J.-M., Bourgeois, E., Kaddouri, M. et De Villers, G., eds., Tensions identitaires et engagement en formation, Perspectives en éducation, pp. 65-120, Paris: L’Harmattan, Action & Savoir.
- Bourgeois, E., 2009, ‘Motivation et Formation des adultes’, Carré, P. et Fenouillet, F., Motivation et formation des adultes, pp. 233-251, Paris, DUNOD.
- Brookfield, S., 1986, Understanding and Facilitating Adult Learning, San Francisco, Jossey-Bass.
- Carré, P., 1997, ‘Motivations et formation des adultes: état de la question’, Revue de Psychologie de l’éducation, Vol. II, no. 2, pp. 227-258.
- Carré, P., 1998, ‘Motifs et Dynamiques d’engagement en formation. Synthèse d’une étude qualitative de validation auprès de 61 adultes en formation professionnelle continue’, Education Permanente, Vol. 136, no. 3, pp. 19-131.
- Carré, P., ed., 2001, De la motivation à la formation, Paris: Harmattan. Comings, J.P., 1995, ‘Literacy Skill Retention in Adult Students in Developing Countries’, International Journal of Educational Development, Vol. 15, no. 1, pp. 37-45.
- Comings, J.P., 2007, ‘Persistence: Helping Adult Education Students Reach Their Goals’, available at www.ncsall.net/fileadmin/resources/ann_rev/comings-02.pdf, pp. 23-46.
- Comings, J.P., Parrella, A. and Soricone, L., 2000, ‘Helping Adults Persist: Four Supports’, Focus on Basis: Connecting Research & Practice, Vol. 4, issue A. Available online at http://www.ncsall.net/?id=332
- Creten, H., Lens, W. and Simons, J., 2001, ‘The Role of Perceived Instrumentality in Student Motivation’, A. Efklides et al., eds., Trends and Prospects in Motivation Research, pp. 37-45, The Netherlands: Kluwer Academic Publishers.
- Dweck, C.S. and Leggett, E. L., 1988, ‘A Social-cognitive Approach to Motivation and Personality’, Psychological Review, Vol. 95, no. 2, pp. 256-273.
- Eccles, J.S., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J. and Midgley, C., 1983, ‘Expectancies, Values and Academic Behaviors’, in Spence, J.T., ed., Expectancies, Values and Academic Behaviors, pp. 75-146, San Francisco: W.H. Freeman.
- Eccles, J.S. and Wigfield, A., 2002, ‘Motivational Beliefs, Values, and Goals’, Annual Review of Psychology, Vol. 59, no. 1, pp. 109-132.
- Eccles, J.S., Wigfield, A. and Rodriguez, D., 1998, ‘The Development of Children’s Motivation in School Contexts’, Review of Research in Education, Vol. 23, pp. 73-118.
- Eccles, J.S., Wigfield, A. and Schiefele, U., 1998, ‘Motivation to Succeed’, in Damon, W.S.E. and Eisenberg, N.V.E., eds., Motivation to succeed, pp. 1017- 1095, New York: Wiley.
- Feather, N.T., Ed., 1982a, Expectations and Actions: Expectancy-value Models in Psychology, Hillsdale, NJ: Earlbaum.
- Feather, N.T., 1982b, ‘Human Values and the Prediction of Action: An Expectancy- valence Analysis’, in Feather, N.T., ed., Human Values and the Prediction of Action: An Expectancy-valence Analysis, Hillsdale, NJ: Erlbaum. pp. 263-289.
- Feather, N.T., 1982c, ‘Reasons for Entering Medical School in Relation to Value Priorities and Sex of Student’, Journal of Occupational Psychology, Vol. 55, pp. 119-128.
- Feather, N.T., 1988, ‘Values, Valences, and Course Enrollment: Testing the Role of Personal Values within an Expectancy-value Framework’, Journal of Educational Psychology, Vol. 80, no. 3, pp. 381-391.
- Forster, J., Grant, H., Idson, L.C. and Higgins, E.T., 2001, ‘Success/Failure Feedback, Expectancy, and Approach/Avoidance Motivation: How Regulatory Focus Moderates Classic Relations’, Journal of Experimental Social Psychology, Vol. 37, pp. 253-260.
- Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H., 2004, ‘School Engagement: Potential of the Concept, State of the Evidence’, Review of Educational Research, Vol. 74, no. 1, pp. 59-109.
- Gartner, J.L., 2005, ‘Adult Basic Education Students’ Perceptions of Personal/ Social Costs and Benefits’, Doctoral Dissertation, University of Maryland.
- Guan, J., 2004, ‘Achievement Goals Among High School Students in Physical Education’, Doctoral Dissertation, Texas A&M University.
- Lebel, C., Bélair, L.M. and Descôteaux, M., 2007, ‘L’analyse de construits au service de la persévérance’, Education et Francophonie, Vol. XXXV, no. 2, pp. 133-152.
- Lens, W., 2001, ‘How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals’, in A. Efklides et al., eds., How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals, Netherlands, Kluwer Academic Publishers. pp 23-36.
- Monnoye, M., 2007, ‘Motivation et engagement en formation: Le rôle de l’instrumentalité perçue dans l’engagement d’adultes en formation d’alphabétisation’, PSP, Louvain la Neuve, UCL.
- Phalet, K., Andriessen, I. and Lens, W., 2004, ‘How Future Goals Enhance Motivation and Learning in Multicultural Classrooms’, Educational Psychology Review, Vol. 16, no. 1, pp. 59-89.
- Pintrich, P.R. and De Groot, E.V., 1990, ‘Motivational and Self-regulated Learning Components of Classroom Academic Performance’, Journal of Educational Psychology, Vol. 82, no. 1, pp. 33-40.
- Pintrich, P.R. and Schunk, D.H., eds., 2002, Motivation in Education: Theory, Research and Applications, Columbus, OH: Merril Prentice Hall.
- Porter, K.E., Cuban, S., Comings, J.P. and Chase, V., 2005, ‘«One day, I will make it»: A Study of Adult Student Persistence in Library Literacy Programs’, report available at http://www.mdrc.org/publications/401/full.pdf
- Robinson-Pant, A., ed., 2004, Women Literacy and Development, Alternatives Perspectives, London and New York: Routledge.
- Salkind, N.J., 2008, Encyclopedia of Educational Psychology, Thousand Oaks: SAGE Publications.
- Sansone, C. and Harackiewicz, J.M., eds., 2000, Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance, San Diego, CA: Academic Press.
- Simons, J., Dewitte, S. and Lens, W., 2004, ‘The Role of Different Types of Instrumentality in Motivation, Study Strategies, and Performance: Know how to Learn, so you’ll Know What you Learn’, British Journal of Educational Psychology, Vol. 74, pp. 343-360.
- Thomas, A.M., 1990, L’Alphabétisation: Encourager les adultes à participer aux programmes, le Secrétariat national à l’alphabétisation: Ottawa, Canada.
- Unesco, 2006, ‘Rapport Mondial de Suivi sur l’Education Pour Tous: L’alphabétisation, un enjeu vital’, Paris. UNESCO.
- Vallerand, R.J. and Thill, E., 1993, Introduction à la psychologie de la motivation, Paris, Vigot.
- Vella, J.K., 2002, Learning to Listen and Learning to Teach, The Power of Dialogue in Educating Adults, San Francisco, CA: Jossey-Bass.
- Viau, R., 1994, La motivation en contexte scolaire, Paris, Bruxelles, De Boeck Université.
- Villemagne, C., 2011, ‘La réussite scolaire en contexte d’éducation des adultes: Résultats et Réflexions émergeant d’une recherche exploratoire’, Education et Francophonie, Vol. 39, no. 1, pp. 201-217.
- Wigfield, A., 1994, ‘Expectancy-Value Theory of Achievement Motivation: A Developmental Perspective’, Educational Psychology Review, Vol. 6, no. 1, pp. 49-78.
- Wigfield, A. and Eccles, J.S., 1992, ‘The Development of Achievement Task Values: A Theoretical Analysis’, Developmental Review, Vol. 12, no. 3, 265-310.
References
Amenyah, E.I., 2005, ‘Evaluation des programmes d’alphabétisation destinés à des auditrices au Togo’, CUSE/FASTEF, Dakar, Université Cheikh Anta Diop, UCAD.
Amenyah, E.I., 2011, ‘La Problématique de «Départ Précoce» dans les classes d’alphabétisation des adultes au Togo’, IPSY/PSP, Louvain la Neuve, UCL.
Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Perceived Value, Goals and Engagement in Learning in Adult Literacy Programs’, Bulgarian Comparative Education Society, Plovdiv, BCES Conference, Vol. 9, pp. 369-374.
Amenyah, E.I., Bourgeois, E. and Frenay, M., 2010, ‘Related Cost Value, Engagement in Learning Activities and Drop-out in Adult Literacy Classes’, Occasional Papers in Education and Lifelong Learning, Vol. 4, nos. 1-2, pp. 83-95.
Aubret, J., 2001, ‘L’engagment en formation et les rapports au travail, à autrui et à soi’, Carré, P., ed., L’engagment en formation et les rapports au travail, à autrui et à soi, Paris, Harmattan, pp. 163-182.
Balleux, A., 2000, ‘Evolution de la notion d’apprentissage expérientiel en éducation des adultes: vingt-cinq ans de recherche’, Revue des sciences de l’éducation, Vol. 26, no. 2, pp. 263-286.
Boekaerts, M., Pintrich, P.R. and Zeidner, M., Eds., 2000, Handbook of Self- Regulation, San Diego, Academic Press.
Bourdon, S., 2010, ‘L’éducation des adultes, entre le biographique et le curriculaire’, Education et Francophonie, Vol. 38, no. 1, pp. 1-10.
Bourgeois, E., 1996, ‘L’adulte en formation: regards pluriels’, Perspectives en éducation, Bruxelles, De Boeck Université.
Bourgeois, E., 1998, ‘Apprentissage, motivation et engagement en formation’, Education Permanente, Vol. 136, no. 3, pp. 101-109.
Bourgeois, E., 2006, ‘Se motiver à apprendre’, Chapelle, G. et Bourgeois, E., eds., Se motiver à apprendre, Paris, Apprendre, PUF.
Bourgeois, E., 2006, ‘Tensions identitaires et engagement en formation’, Barbier, J.-M., Bourgeois, E., Kaddouri, M. et De Villers, G., eds., Tensions identitaires et engagement en formation, Perspectives en éducation, pp. 65-120, Paris: L’Harmattan, Action & Savoir.
Bourgeois, E., 2009, ‘Motivation et Formation des adultes’, Carré, P. et Fenouillet, F., Motivation et formation des adultes, pp. 233-251, Paris, DUNOD.
Brookfield, S., 1986, Understanding and Facilitating Adult Learning, San Francisco, Jossey-Bass.
Carré, P., 1997, ‘Motivations et formation des adultes: état de la question’, Revue de Psychologie de l’éducation, Vol. II, no. 2, pp. 227-258.
Carré, P., 1998, ‘Motifs et Dynamiques d’engagement en formation. Synthèse d’une étude qualitative de validation auprès de 61 adultes en formation professionnelle continue’, Education Permanente, Vol. 136, no. 3, pp. 19-131.
Carré, P., ed., 2001, De la motivation à la formation, Paris: Harmattan. Comings, J.P., 1995, ‘Literacy Skill Retention in Adult Students in Developing Countries’, International Journal of Educational Development, Vol. 15, no. 1, pp. 37-45.
Comings, J.P., 2007, ‘Persistence: Helping Adult Education Students Reach Their Goals’, available at www.ncsall.net/fileadmin/resources/ann_rev/comings-02.pdf, pp. 23-46.
Comings, J.P., Parrella, A. and Soricone, L., 2000, ‘Helping Adults Persist: Four Supports’, Focus on Basis: Connecting Research & Practice, Vol. 4, issue A. Available online at http://www.ncsall.net/?id=332
Creten, H., Lens, W. and Simons, J., 2001, ‘The Role of Perceived Instrumentality in Student Motivation’, A. Efklides et al., eds., Trends and Prospects in Motivation Research, pp. 37-45, The Netherlands: Kluwer Academic Publishers.
Dweck, C.S. and Leggett, E. L., 1988, ‘A Social-cognitive Approach to Motivation and Personality’, Psychological Review, Vol. 95, no. 2, pp. 256-273.
Eccles, J.S., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J. and Midgley, C., 1983, ‘Expectancies, Values and Academic Behaviors’, in Spence, J.T., ed., Expectancies, Values and Academic Behaviors, pp. 75-146, San Francisco: W.H. Freeman.
Eccles, J.S. and Wigfield, A., 2002, ‘Motivational Beliefs, Values, and Goals’, Annual Review of Psychology, Vol. 59, no. 1, pp. 109-132.
Eccles, J.S., Wigfield, A. and Rodriguez, D., 1998, ‘The Development of Children’s Motivation in School Contexts’, Review of Research in Education, Vol. 23, pp. 73-118.
Eccles, J.S., Wigfield, A. and Schiefele, U., 1998, ‘Motivation to Succeed’, in Damon, W.S.E. and Eisenberg, N.V.E., eds., Motivation to succeed, pp. 1017- 1095, New York: Wiley.
Feather, N.T., Ed., 1982a, Expectations and Actions: Expectancy-value Models in Psychology, Hillsdale, NJ: Earlbaum.
Feather, N.T., 1982b, ‘Human Values and the Prediction of Action: An Expectancy- valence Analysis’, in Feather, N.T., ed., Human Values and the Prediction of Action: An Expectancy-valence Analysis, Hillsdale, NJ: Erlbaum. pp. 263-289.
Feather, N.T., 1982c, ‘Reasons for Entering Medical School in Relation to Value Priorities and Sex of Student’, Journal of Occupational Psychology, Vol. 55, pp. 119-128.
Feather, N.T., 1988, ‘Values, Valences, and Course Enrollment: Testing the Role of Personal Values within an Expectancy-value Framework’, Journal of Educational Psychology, Vol. 80, no. 3, pp. 381-391.
Forster, J., Grant, H., Idson, L.C. and Higgins, E.T., 2001, ‘Success/Failure Feedback, Expectancy, and Approach/Avoidance Motivation: How Regulatory Focus Moderates Classic Relations’, Journal of Experimental Social Psychology, Vol. 37, pp. 253-260.
Fredricks, J.A., Blumenfeld, P.C. and Paris, A.H., 2004, ‘School Engagement: Potential of the Concept, State of the Evidence’, Review of Educational Research, Vol. 74, no. 1, pp. 59-109.
Gartner, J.L., 2005, ‘Adult Basic Education Students’ Perceptions of Personal/ Social Costs and Benefits’, Doctoral Dissertation, University of Maryland.
Guan, J., 2004, ‘Achievement Goals Among High School Students in Physical Education’, Doctoral Dissertation, Texas A&M University.
Lebel, C., Bélair, L.M. and Descôteaux, M., 2007, ‘L’analyse de construits au service de la persévérance’, Education et Francophonie, Vol. XXXV, no. 2, pp. 133-152.
Lens, W., 2001, ‘How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals’, in A. Efklides et al., eds., How to Combine Intrinsic Task-Motivation with the Motivational Effects of the Instrumentality of Present Tasks for Future Goals, Netherlands, Kluwer Academic Publishers. pp 23-36.
Monnoye, M., 2007, ‘Motivation et engagement en formation: Le rôle de l’instrumentalité perçue dans l’engagement d’adultes en formation d’alphabétisation’, PSP, Louvain la Neuve, UCL.
Phalet, K., Andriessen, I. and Lens, W., 2004, ‘How Future Goals Enhance Motivation and Learning in Multicultural Classrooms’, Educational Psychology Review, Vol. 16, no. 1, pp. 59-89.
Pintrich, P.R. and De Groot, E.V., 1990, ‘Motivational and Self-regulated Learning Components of Classroom Academic Performance’, Journal of Educational Psychology, Vol. 82, no. 1, pp. 33-40.
Pintrich, P.R. and Schunk, D.H., eds., 2002, Motivation in Education: Theory, Research and Applications, Columbus, OH: Merril Prentice Hall.
Porter, K.E., Cuban, S., Comings, J.P. and Chase, V., 2005, ‘«One day, I will make it»: A Study of Adult Student Persistence in Library Literacy Programs’, report available at http://www.mdrc.org/publications/401/full.pdf
Robinson-Pant, A., ed., 2004, Women Literacy and Development, Alternatives Perspectives, London and New York: Routledge.
Salkind, N.J., 2008, Encyclopedia of Educational Psychology, Thousand Oaks: SAGE Publications.
Sansone, C. and Harackiewicz, J.M., eds., 2000, Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance, San Diego, CA: Academic Press.
Simons, J., Dewitte, S. and Lens, W., 2004, ‘The Role of Different Types of Instrumentality in Motivation, Study Strategies, and Performance: Know how to Learn, so you’ll Know What you Learn’, British Journal of Educational Psychology, Vol. 74, pp. 343-360.
Thomas, A.M., 1990, L’Alphabétisation: Encourager les adultes à participer aux programmes, le Secrétariat national à l’alphabétisation: Ottawa, Canada.
Unesco, 2006, ‘Rapport Mondial de Suivi sur l’Education Pour Tous: L’alphabétisation, un enjeu vital’, Paris. UNESCO.
Vallerand, R.J. and Thill, E., 1993, Introduction à la psychologie de la motivation, Paris, Vigot.
Vella, J.K., 2002, Learning to Listen and Learning to Teach, The Power of Dialogue in Educating Adults, San Francisco, CA: Jossey-Bass.
Viau, R., 1994, La motivation en contexte scolaire, Paris, Bruxelles, De Boeck Université.
Villemagne, C., 2011, ‘La réussite scolaire en contexte d’éducation des adultes: Résultats et Réflexions émergeant d’une recherche exploratoire’, Education et Francophonie, Vol. 39, no. 1, pp. 201-217.
Wigfield, A., 1994, ‘Expectancy-Value Theory of Achievement Motivation: A Developmental Perspective’, Educational Psychology Review, Vol. 6, no. 1, pp. 49-78.
Wigfield, A. and Eccles, J.S., 1992, ‘The Development of Achievement Task Values: A Theoretical Analysis’, Developmental Review, Vol. 12, no. 3, 265-310.