FAMILY FACTORS RELATED TO CHILDRENS INTRINSIC EXTRINSIC MOTIVATIONAL ORIENTATION AND ACADEMIC-PERFORMANCE
FAMILY FACTORS RELATED TO CHILDRENS INTRINSIC EXTRINSIC MOTIVATIONAL ORIENTATION AND ACADEMIC-PERFORMANCE
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DOI：
10.1111/j.1467-8624.1993.tb02964.x
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发表时间：
1993-10-01
影响因子：
4.6
通讯作者：
BRONSTEIN, P
中科院分区：
文献类型：
--
作者：
GINSBURG, GS;BRONSTEIN, P
本研究探讨三种家庭因素--父母对家庭作业的监督、父母对成绩的反应及一般家庭风格--与儿童动机取向及学业表现的关系。家庭，家长和儿童的措施，获得了93个五年级学生和他们的父母在家里。教师提供了一个衡量课堂动机取向，成绩和成绩分数从学校的记录。更高的家长监督的家庭作业，父母的反应，包括消极控制，不参与，或外在的奖励，以及过度和控制不足的家庭风格的成绩，被发现与外在的动机取向和较低的学习成绩。另一方面，父母对孩子成绩的鼓励与内在动机取向有关，支持自主性的家庭风格与内在动机和更高的学习成绩有关。此外，社经阶层对动机倾向与学业表现有显著预测作用。
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.