ROLE OF PARENTAL MOTIVATIONAL PRACTICES IN CHILDRENS ACADEMIC INTRINSIC MOTIVATION AND ACHIEVEMENT

In a longitudinal study of children at ages 9 and 10 years, the role o f parental motivational practices in children's academic intrinsic mot ivation and achievement was tested. Two types of motivational practice s were assessed: mothers' encouragement of children's task endogeny an d provision of task-extrinsic consequences. Structural equations path models for general-verbal and math academic areas supported the 2 pred ictions that children's academic intrinsic motivation is positively re lated to encouragement of task endogeny and negatively related to prov ision of task-extrinsic consequences. Academic intrinsic motivation at age 9 years predicted motivation and achievement at age 10 years. Mor eover, through age 9 year motivation, the motivational practices indir ectly affected age 10 year motivation and achievement. Findings provid e ecological validity for the role of parental motivational practices in children's academic intrinsic motivation and achievement.