The DOI matches its OpenAlex record; 5 of the 5 references it cites were found in a registry or an index.
Family Factors Related to Children's Intrinsic/Extrinsic Motivational Orientation and Academic Performance
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.
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Citations
Cites
The support of autonomy and the control of behavior.
Deci, E. L., & Ryan, R. M. (1987) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.53.6.1024 · Cited by 3,242
Deci, E. L. (1975) · doi:10.1007/978-1-4613-4446-9 · Cited by 2,911
Autonomy in children's learning: An experimental and individual difference investigation.
Grolnick, W. S., & Ryan, R. M. (1987) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.52.5.890 · Cited by 1,176
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984) · Journal of Personality · doi:10.1111/j.1467-6494.1984.tb00879.x · Cited by 669
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Cited by
Goal theory, motivation, and school achievement: an integrative review.
Covington, M. V. (2000) · Annual Review of Psychology · doi:10.1146/annurev.psych.51.1.171 · Cited by 1,316
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.184 · Cited by 1,298
Why Do Parents Become Involved? Research Findings and Implications
Hoover‐Dempsey, K. V., Walker, J. M. T., Sandler, H. M., Whetsel, D., Green, C. L., Wilkins, A. S., & Closson, K. (2005) · The Elementary School Journal · doi:10.1086/499194 · Cited by 1,274
Larson, R. W., & Verma, S. (1999) · Psychological Bulletin · doi:10.1037/0033-2909.125.6.701 · Cited by 1,166
Wentzel, K. R. (2002) · Child Development · doi:10.1111/1467-8624.00406 · Cited by 797
Metadata
- Authors
- Ginsburg, G. S., & Bronstein, P. A.
- Venue
- Child Development
- Publisher
- Wiley
- Published
- 1993-10-01
- Volume
- 64
- Issue
- 5
- Pages
- 1461-1474
- ISSN
- 0009-3920 (ISSN-L)
- OpenAlex
- W2109941530
- Cited by
- 344
- References
- 5
- FWCI
- 9.04
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
