The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective
Authors: Kong Siu‐Cheung , Wang Yi‐Qing 
Published: May 2021

This study expands the scope of cognitive evaluation theory (CET) with flow theory by providing a potential explanation for the missing link between motivation and motivational outcomes of students in visual programming learning. It aims to investigate how parental roles impact young students' flow experience in learning from the parents' point of view. Parents were asked to complete an online observation survey for evaluating their children's (aged 6–12) learning during a 2‐day coding fair. In total, 1,196 parents completed the survey. We conducted multigroup structural equation modelling (MGSEM) for hypothesis testing. Specifically, mediation analysis was conducted for the relationships between parents' perception and support and students' flow experience through the mediating role of students' learning motivation. We also explored if the hypothesised relationships were different among high versus low creative students. Results revealed that parents' perceived usefulness and parental support can effectively foster students' learning motivation, which leads to students' flow experience in visual programming learning. The impact of parents' perceived usefulness on students' learning motivation was particularly more salient in the low creative student group (vs. high creative student group). The findings suggested that schools should encourage stronger parent–children relationships, such that parents can be more actively involved in students’ learning.

Practitioner notes

What is already known about this topic

Parents' support and attitudes play a pivotal role in promoting students' learning motivation and performance. However, less research has investigated parental influences on students' flow experience in the visual programming learning context.

Visual programming gains increased significance among the young generation, yet, not much research has investigated the parent–student relationship that facilitates visual programming learning in primary school education.

What this paper adds

This study expands the scope of cognitive evaluation theory with flow theory by providing a potential explanation for the missing link between motivation and motivational outcomes of students in visual programming learning.

Parents' support and perceived usefulness promote students' intrinsic motivation in visual programming learning, which in turn fosters flow experience during the activities.

The positive influence of parents' perceived usefulness on students’ learning motivation is particularly more salient in the low creative student group (vs. high creative student group).

Implications for practice and/or policy

Schools should organise events that equip parents with the required programming knowledge, to provide adequate support to their children.

Parents and schools should carefully communicate learning expectations and attitudes to their students by emphasising students' potential personal gains such that students' learning motivation can be sustained for more flow experience in visual programming learning.

Schools should encourage stronger parent–children relationships, such that parents can take a more active role in students' learning.