Abstract:

This study examines the structure and educational implications of foster parental motivations in the North Great Plain region of Hungary, with a particular focus on inclusion, student support, and barriers to learning among children in foster care. It explores how different motivational profiles contribute to reducing educational disadvantages related to socio-economic status, ethnicity, and special educational needs (SEN), and how these motivations shape parental involvement in children’s learning processes. Special attention is given to shared leisure activities in both school-based and out-of-school contexts, interpreted as key arenas of informal learning.

The analysis draws on two complementary datasets from the NEVERŐ2025 database (N=164; N=348). Exploratory factor analysis of a 21-item motivation scale identified five dimensions: altruistic–prosocial motivation, parental commitment, social responsibility, financial and environmental motives, and family tradition and life-cycle motivation, reflecting both intrinsic and extrinsic components.

Based on these factors, cluster analysis distinguished three motivational groups:
(1) intrinsically motivated caregivers,
(2) foster parents with a complex motivational background combining intrinsic and extrinsic elements, and
(3) a low-motivation group.

Parental involvement was measured through the frequency of shared leisure activities with foster children, explicitly including both school-organized extracurricular programs and out-of-school activities as forms of informal learning.

Statistical analyses (nonparametric tests and ANOVA) revealed significant associations between motivational profiles and socio-demographic variables (gender, education, ethnicity), as well as child-related characteristics (age, institutional background, SEN). Significant differences were found between clusters in parental involvement (F(2,298)=8.08, p<.001): foster parents with complex motivations showed higher involvement than both the intrinsically motivated and low-motivation groups, while no significant difference emerged between the latter two.

From an educational perspective, the findings highlight that parental involvement in both school-based and out-of-school activities plays a crucial role in supporting informal learning, inclusion, and developmental outcomes. Higher levels of involvement are linked not only to intrinsic motivation but more strongly to complex motivational structures.

In conclusion, foster parental motivations are multidimensional and socially embedded, shaping both caregiving practices and children’s educational experiences. Strengthening foster parental engagement and supporting diverse motivational resources may contribute to more inclusive educational outcomes and improved learning trajectories.

Keywords:

Foster parents, motivation, barriers to learning, leisure activity,