INNER RESOURCES FOR SCHOOL-ACHIEVEMENT - MOTIVATIONAL MEDIATORS OF CHILDRENS PERCEPTIONS OF THEIR PARENTS
INNER RESOURCES FOR SCHOOL-ACHIEVEMENT - MOTIVATIONAL MEDIATORS OF CHILDRENS PERCEPTIONS OF THEIR PARENTS
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DOI：
10.1037/0022-0663.83.4.508
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发表时间：
1991-12-01
影响因子：
4.9
通讯作者：
DECI, EL
中科院分区：
文献类型：
--
作者：
GROLNICK, WS;RYAN, RM;DECI, EL
本研究探讨了一个过程模型的关系，儿童的看法，他们的父母，他们的动机，他们在学校的表现。采用自编的儿童对父母的看法量表，测量儿童对父母在自主性、支持和参与维度上的看法。三个动机变量控制的理解，知觉能力，和知觉能力，被假设为调解儿童的看法，他们的父母和他们的学校表现。分析表明，母亲的自主性支持和参与的感知能力，控制的理解，自主性的看法呈正相关。知觉父亲自主支持和参与与知觉能力和自主性有关。反过来，三个动机变量，被称为内部资源，预测儿童的表现。结构方程模型普遍支持中介模型。
This study examined a process model of relations among children's perceptions of their parents, their motivation, and their performance in school. Children's perceptions of their parents on dimensions of autonomy support and involvement were measured with the new children's perceptions of parents scale. Three motivation variables—control understanding, perceived competence, and perceived autonomy—were hypothesized to mediate between children's perceptions of their parents and their school performance. Analyses indicated that perceived maternal autonomy support and involvement were positively associated with perceived competence, control understanding, and perceptions of autonomy. Perceived paternal autonomy support and involvement were related to perceived competence and autonomy. In turn, the 3 motivation variables, referred to as inner resources, predicted children's performance. Structural equation modeling generally supported the mediational model.