Representation of motivational dynamics in school environments through Plithogenic n-SuperHyperGraphs with family participation

Abstract

The study aimed to expand on motivational phenomena that transpires at the school level via Plithogenic n-SuperHyperGraphs via family guidance as one of the dominant features in establishing effective school/motivational environments. The study was conducted via a mixed-method quantitative and qualitative approach, including a questionnaire sent to parents/students, semi-structured interviews with teachers, and an observational approach for the grounded theory. All data were reflected via Plithogenic n-SuperHyperGraphs due to the interconnectedness of phenomena of motivation and pedagogical approaches and family guidance. The analysis of the study suggests that more motivated students are those who have more guided parents as they exhibit better engagement in class, motivation to learn, and homework completion; conversely, those who do not have family/school guidance exhibit negative attitudes and decreased independence. Furthermore, the graphical representations illustrated crucial phenomena as the constant communication between parent and teacher is required. Ultimately, the study concludes that Plithogenic n-SuperHyperGraphs can effectively represent educational motivation as multimodal and nonlinear through the study of additional relational occurrences that can provide additional intervention opportunities. Furthermore, the study provides a need for institutionalization of family guidance efforts that strengthen the school-family bond as means for better motivating efforts and outcomes in school.