TY  - GEN
AB  - Whereas the influence of the school learning environment on students' motivational development has been the subject of much empirical research, the role of the home environment has been somewhat neglected. As part of a longitudinal project initiated to identify opportunities for enhancing self-determined forms of learning motivation at home and in school, this study with a sample of N = 137 students tested how parental support of student learning influences the development of learning motivation in mathematics. At three points of measurement (grades 5, 6, and 7), students were surveyed on four dimensions of their parents' learning-related attitudes and behavior: autonomy support, emotional support, domain-specific structure, and achievement pressure. In addition, their learning motivation was assessed by scales measuring external vs. identified motivation, interest vs. aversion, and willingness to exert effort. Findings confirmed that parental autonomy support and emotional support were conducive to learning, whereas controlling behaviors had dysfunctional effects. Similar - though somewhat weaker - patterns of results emerged from the longitudinal analyses and when mathematics achievement and social background were controlled.
DA  - 2006
KW  - Parental support
KW  - Learning motivation
KW  - Motivational development
KW  - Self-determination theory
KW  - Interest theory
LA  - eng
PY  - 2006
TI  - Parental support of student learning and the development of learning motivation in mathematics
UR  - https://nbn-resolving.org/urn:nbn:de:hbz:361-12385
Y2  - 2024-11-21T22:08:49
ER  -