Beyond the classroom - The family's influence on intelligence, motivation,emotion, and achievement within the context of the school

This article reviews the current literature on theory and research on the i nfluence of family on children's cognitive performance, motivation to succe ed, and emotion regulation in teaching and achievement situations. Based on empirical evidence that motivational and emotional structures become incre asingly stable, it is proposed that emotion regulation patterns within an a chievement context are a central aspect of the family-school link. There is a major influence of the family, as such patterns become established alrea dy before the children enter school. This is illustrated by studies from at tachment research. An investigation of the outcomes of specific vs. general support of either relatedness, autonomy, or competence on achievement is s uggested.