An exploratory study of father-son relationship and its influence on child's learning motivation

Suk Ching Stella CHONG, Timothy NGAI

Research output: Contribution to conferencePaper

Abstract

Greif and Greif (2004) found that in four leading Psychology journals, there is a great gap of knowledge for content on fathers. This exploratory study intends to understand the inter-relationship between father figure and son's learning attitude and motivation. Four fathers, three subject teachers, and four students from a school for emotionally and behaviorally disturbed (EBD) students were interviewed. Preliminary findings indicate that students perceived father had little expectation of them except one. Nearly all fathers and sons think dad had little influence on son's learning although subtle influences were noted in some cases. Yet, all four students who were unmotivated in their previous mainstream schools were found by teachers and parents more motivated and enjoy learning in their EBD school than before. The study attempts to draw educational and social implications on the dynamics of father-son relationship in relation to learning motivation.
Original languageEnglish
Publication statusPublished - 2005

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learning motivation
father
student
school
subject teacher
learning
parents
psychology
teacher

Citation

Chong, S., & Ngai, T. (2005, April). An exploratory study of father-son relationship and its influence on child's learning motivation. Paper presented at the Annual Meeting of American Educational Research Association: Demography and Democracy in the Era of Accountability, Montréal, Quebec.

Keywords

  • Theory and Practice of Teaching and Learning