A study of associations between parental practices and children's motivational orientation and academic achievement

Abstract

The significance of motivation in children’s development and achievement is well supported by research findings highlighting the role of intrinsic and extrinsic motivation in educational outcomes and children’s general welfare. This study aimed to explore any possible associations between autonomy supportive or controlling parental practices regarding homework surveillance and reaction to grades and children's intrinsic and extrinsic motivation and academic performance to contribute to the realization of the implications of these practices. This correlation is understudied in Greece, where intrinsic motivation has been investigated without considering the parental affect. A relevant questionnaire was completed online by Greek primary caregivers of children in elementary school. Based on existing literature, the researcher hypothesized that parental controlling practices would correlate negatively with intrinsic motivation and academic achievement and positively with high extrinsic motivation, while autonomy supportive practices would be positively associated with higher levels of intrinsic motivation and school performance and lower levels of extrinsic motivation. Results supported these hypotheses. Findings of this study may be useful when designing psychoeducational programs families and classroom interventions for increasing children’s intrinsic motivation.