Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance.

G. S. Ginsburg, P. Bronstein

Research output: Contribution to journalArticle

Abstract

This study examined 3 familial factors--parental surveillance of homework, parental reactions to grades, and general family style--in relation to children's motivational orientation and academic performance. Family, parent, and child measures were obtained in the home from 93 fifth graders and their parents. Teachers provided a measure of classroom motivational orientation, and grades and achievement scores were obtained from school records. Higher parental surveillance of homework, parental reactions to grades that included negative control, uninvolvement, or extrinsic reward, and over- and undercontrolling family styles were found to be related to an extrinsic motivational orientation and to lower academic performance. On the other hand, parental encouragement in response to grades children received was associated with an intrinsic motivational orientation, and autonomy-supporting family styles were associated with intrinsic motivation and higher academic performance. In addition, socioeconomic level was a significant predictor of motivational orientation and academic performance.

Original languageEnglish (US)
Pages (from-to)1461-1474
Number of pages14
JournalChild Development
Volume64
Issue number5
StatePublished - Oct 1993
Externally publishedYes

ASJC Scopus subject areas

  • Psychology(all)
  • Developmental and Educational Psychology

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