The role of maternal support of competence, autonomy and relatedness in children's interests and mastery orientation

被引：38

作者：

Aunola, Kaisa ^{[1
]}

Viljaranta, Jaana ^{[1
]}

Lehtinen, Erno ^{[2
]}

Nurmi, Jari-Erik ^{[1
]}

机构：

[1] Univ Jyvaskyla, Dept Psychol, Jyvaskyla 40014, Finland

[2] Univ Turku, Ctr Learning Res, SF-20500 Turku, Finland

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2013年 / 25卷

基金：

芬兰科学院;

关键词：

Intrinsic motivation; Math performance; Self-determination theory; Parental support; ACADEMIC INTRINSIC MOTIVATION; SELF-DETERMINATION; INDIVIDUAL-DIFFERENCES; TASK-MOTIVATION; READING-SKILLS; ACHIEVEMENT; PARENTS; SOCIALIZATION; MOTHERS; PERFORMANCE;

D O I：

10.1016/j.lindif.2013.02.002

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year regarding their interests and mastery orientation (Time 1 and Time 2). Mothers filled in a diary and questionnaire measuring maternal support, also on two occasions (Time 1 and Time 2). Children's school performance in reading and math was tested at the beginning of the first grade (Time 1). The results showed that, after controlling for the autoregressor and level of performance, all of the maternal support variables predicted children's subsequent interest in mathematics but not in reading. Children's mastery orientation, in turn, was only predicted by mothers' support for autonomy. (C) 2013 Elsevier Inc. All rights reserved.

引用

页码：171 / 177

页数：7

共 51 条

[1]

[Anonymous], JYVASKYLA ENTRANCE P

[2] Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school [J].

Aunola, K ;

Leskinen, E ;

Nurmi, JE .

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2006, 76 :21-40

[3] Maternal affection moderates the impact of psychological control on a child's mathematical performance [J].

Aunola, K ;

Nurmi, JE .

DEVELOPMENTAL PSYCHOLOGY, 2004, 40 (06) :965-978

[4] Parenting styles and adolescents' achievement strategies [J].

Aunola, K ;

Stattin, H ;

Nurmi, JE .

JOURNAL OF ADOLESCENCE, 2000, 23 (02) :205-222

[5] Three methods for studying developmental change: A case of reading skills and self-concept [J].

Aunola, K ;

Leskinen, E ;

Onatsu-Arvilommi, T ;

Nurmi, JE .

BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2002, 72 :343-364

[6]

Aunola K., 2006, ACHIEVEMENT BELIEFS

[7]

Aunola K., 2003, EDUC PSYCHOL-UK, V23, P403, DOI DOI 10.1080/01443410303212

[8]

de Charms R., 1968, PERSONAL CAUSATION

[9]

Deci E. L., 1985, INTRINSIC MOTIVATION, DOI [DOI 10.2307/2070638, DOI 10.1007/978-1-4899-2271-7]

[10] Need satisfaction and the self-regulation of learning [J].

Deci, EL ;

Ryan, RM ;

Williams, GC .

LEARNING AND INDIVIDUAL DIFFERENCES, 1996, 8 (03) :165-183

← 1 2 3 4 5 6 →