Role of parental motivational practices in children's academic intrinsic motivation and achievement.

Gottfried, Adele Eskeles; Fleming, James S.; Gottfried, Allen W.

doi:10.1037/0022-0663.86.1.104

Cited by 220 publications

(192 citation statements)

References 26 publications

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“…Six items developed for the Bridges RCT (e.g., I asked my child what he/she did at school) and four items adapted from Gottfried, Fleming and Gottfried's (1994) Extrinsic Motivation subscale of the Parent Motivational Practices Scale (e.g., "I helped my child get involved with extra programs or classes") assessed FCG involvement in child's education. The items represented intervention-targeted parenting practices (e.g., emphasis on school attendance and performance); FCGs reported if they had done each practice (0 = no, 1 = yes) in the past month (α = 0.68).…”

Section: Parent Perceptions Of Participation Benefitsmentioning

confidence: 99%

Participation Patterns Among Mexican–American Parents Enrolled in a Universal Intervention and Their Association with Child Externalizing Outcomes

Mauricio

Tein

Gonzales

et al. 2014

American J of Comm Psychol

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This study used growth mixture modeling to examine attendance trajectories among 292Mexican American primary female caregivers enrolled in a universal preventive intervention and the effects of health beliefs, participation intentions, cultural influences, and intervention group cohesion on trajectory group membership as well as trajectory group differences on a distal higher externalizing children with lower GPAs. Caregivers in the two persistent attender groups reported strong group cohesion and providers rated these caregivers as having strong participation intentions. Children of caregivers in the LRPA group had the lowest T2 child externalizing. Children of caregivers in the MPT group had lower T2 externalizing than did those of the ET group, suggesting partial intervention dosage can benefit families. Despite high levels of attendance, children of caregivers in the HRPA had the highest T2 externalizing, suggesting this high-risk group needed either more intensive services or a longer period for parents to implement program skills to evidence change in child externalizing.

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Section: Parent Perceptions Of Participation Benefitsmentioning

confidence: 99%

Participation Patterns Among Mexican–American Parents Enrolled in a Universal Intervention and Their Association with Child Externalizing Outcomes

Mauricio

Tein

Gonzales

et al. 2014

American J of Comm Psychol

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“…Such effects have been explained as depending on the extent to which the recipient of external consequences perceives being controlled by the contingency, with greater control associated with lower motivation (Deci & Ryan, 1992; A. E. Gottfried, 198613). Regarding academic intrinsic motivation, in a longitudinal study of parental motivational practices, A. E. Gottfried, Fleming, et al (1994) found that children had Significantly lower academic intrinsic motivation with greater parental use of task extrinsic motivational practices, whereas children had significantly higher academic intrinsic motivation with greater parental use of task endogenous motivational practices (i.e., encouraging children's intrinsic motivation).The role of the caregiver in infants' and preschoolers' mastery motivation has also been studied. Caregiver activities that are positively related to manifestations of mastery motivation (e.g., persistence, goal directedness of behavior, and problem solving) have been shown to include variety of cognitively oriented caregiver activities, variety of the inanimate environment, contingent responsivity of the caregiver to the child, responsivity and challenge level of toys and stimuli, and parents' kinesthetic, tactile, and auditory stimulation (Busch-Rossnagel, Knauf-Jensen, & DesRosiers, 1995;Wachs, 1987;Yarrow et al, 1984;Yarrow, Rubenstein, & Pedersen, 1975).…”

mentioning

confidence: 99%

“…The models tested in phase 1 consisted of the home environment factor (age 8 years) and academic intrinsic motivation (ages 9/10, and 13 years). Phase 2 models included home environment and socieconomic status (age 8 years), and academic intrinsic motivation (age 9, 10, and 13 years).Based on past research indicating the greater specificity of the math subscale of the CAIMI, and the greater uniqueness of math as a subject area in academic intrinsic motivation (A. E. Gottfried, , 1990A. E. Gottfried, Fleming, et al, 1994), two different models were evaluated in both phase 1 and phase 2 analyses.…”

mentioning

confidence: 99%

Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

Gottfried¹,

Fleming

Gottfried

1998

Child Development

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The short-and long-term, and direct and indirect, relations between cognitively stimulating home environment and academic intrinsic motivation were investigated in a longitudinal study from childhood through early adolescence. Structural equations modeling was used to test the hypothesis that home environment positively predicts academic intrinsic motivation over this period. It was also hypothesized that home environmental processes would positively predict motivation controlling for socioeconomic status (SES). When children were age 8, home environment (comprising both direct observations and parent report) and SES were measured. Academic intrinsic motivation was assessed at ages 9,10, and 13. Results supported the hypotheses. Home environment had statistically positive and significant, direct and indirect paths to academic intrinsic motivation from childhood through early adolescence, indicating both short-and long-term effects across these ages. Moreover, home environment was significant above and beyond SES. The findings revealed that children whose homes had a greater emphasis on learning opportunities and activities were more academically intrinsically motivated. INTRODUCTIONIntrinsic motivation concerns the performance of activities for their own sake in which pleasure is inherent in the activity itself (Berlyne, 1965;Deci, 1975). Academic intrinsic motivation pertains to enjoyment of school learning characterized by a mastery orientation, curiosity, persistence, task endogeny, and the learning of challenging, difficult, and novel tasks (A. E. Gottfried, 1985). Academic intrinsic motivation has been shown to be a reliable and valid construct that is related to children's school functioning. From the elementary through the junior high school years, academic intrinsic motivation has been shown to be positively and significantly related to students' achievement and perception of their academic competence, and inversely related to their academic anxiety (A. E. Gottfried, 1985(A. E. Gottfried, , 1986a(A. E. Gottfried, , 1990. Moreover, longitudinal studies of academic intrinsic motivation have shown continuity of the construct over time during childhood and early adolescence (A. E. Gottfried, 1990; A. E. Gottfried, Fleming, & A. W. Gottfried, 1994;A. E. Gottfried & A. W. Gottfried, 1996). The present study focuses on the role of home environment, specifically, cognitively stimulating home environment, in the development of academic intrinsic motivation in a longitudinal study from childhood through early adolescence. Due to the importance of academic intrinsic motivation for children's school performance, it is essential to identify factors that are significant for the development of this motivation.Cognitive stimulation in the home was the environmental domain examined in this research because of its conceptual relevance to academic intrinsic motivation. By definition, academic intrinsic motivation concerns pleasure inherent in school learning. Availability of cognitive stimulation in the home, conceptualize...

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“…De nombreuses recherches ont effectivement montré que les résultats scolaires d'un étudiant sont d'autant meilleurs qu'il est intrinsèquement motivé (Flink, Boggiano, Main, Barrett et Katz, 1992 ;Fortier et al, 1995 ;Gottfried, 1985Gottfried, , 1990Gottfried, Fleming et Gottfried, 1994 ;Grolnick et al, 1991 ;Guiffrida, Lynch, Wall et Abel, 2013 ;Kaufman, Agars et Lopez-Wagner, 2008 ;Komarraju, Karau et Schmeck, 2009 ;Miserandino, 1996). Deux études menées par montrent, par exemple, que des activités scolaires réalisées par choix ou par plaisir garantissent de meilleurs résultats que des activités engagées pour des raisons instrumentales ou sous l'effet de pressions intériorisées ; ce résultat se vérifie également en contrôlant l'effet de la performance scolaire anté-rieure.…”

Section: La Théorie De L'autodéterminationunclassified

Impact de la motivation et des styles d’apprentissage sur la performance scolaire d’élèves-ingénieurs

Chédru

2016

rse

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Dans cette étude, nous explorons l’apport des variables de la motivation et des styles d’apprentissage dans la prédiction de la performance scolaire d’élèves-ingénieur. Les styles d’apprentissage, définis à partir du profil de préférences cérébrales, et la motivation à poursuivre des études, définie à partir de la théorie de l’autodétermination, ont été mesurés pour un ensemble de 211 étudiants inscrits dans une école française d’ingénieurs. Les analyses de régression hiérarchique indiquent que la performance scolaire s’accroît lorsque les étudiants sont intrinsèquement motivés et que leur attirance pour les processus interactifs, la pensée divergente et la créativité est faible.This study explores the contribution of motivation and learning styles as predictors of engineering students’ academic performance. French engineering students (211 postgraduates) completed the Herrmann’s Brain Dominance Instrument and a scale of academic motivation. Hierarchical regression analyses indicate that academic performance increases when students are intrinsically motivated and their preferences for interactive processes, divergent thinking and creativity are weak.En este estudio exploramos la contribución de las variables referentes a la motivación y a los estilos de aprendizaje en la predicción del desempaño escolar de alumnos de ingeniería. Los estilos de aprendizaje, definidos a partir del perfil de preferencias cerebrales, y la motivación para continuar los estudios, definida a partir de la teoría de la autodeterminación, fueron medidos en una muestra de 211 estudiantes inscritos en una escuela francesa de ingenieros. Los análisis de regresión jerárquica indican que el desempeño escolar aumenta cuando los estudiantes están intrínsecamente motivados y que su interés por los procesos interactivos, el pensamiento divergente y la creatividad es débil

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Role of parental motivational practices in children's academic intrinsic motivation and achievement.

Abstract: and the families participating in the Fullerton Longitudinal Study for help in various aspects of this study. Thanks are also extended to the reviewers for their valuable suggestions.

Cited by 220 publications

References 26 publications

Participation Patterns Among Mexican–American Parents Enrolled in a Universal Intervention and Their Association with Child Externalizing Outcomes

Participation Patterns Among Mexican–American Parents Enrolled in a Universal Intervention and Their Association with Child Externalizing Outcomes

Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

Impact de la motivation et des styles d’apprentissage sur la performance scolaire d’élèves-ingénieurs

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