Role of parental motivational practices in children's academic intrinsic motivation and achievement.

Tested the role of parental motivational practices in children's academic intrinsic motivation and achievement in a longitudinal study of children at ages 9 and 10 yrs. Two types of motivational practices were assessed: mothers' encouragement of children's task endogeny and provision of task-extrinsic consequences. Structural equations path models for general-verbal and math academic areas supported the 2 predictions that children's academic intrinsic motivation is positively related to encouragement of task endogeny and negatively related to provision of task-extrinsic consequences. Academic intrinsic motivation at age 9 yrs predicted motivation and achievement at age 10 yrs. Moreover, through motivation at 9 yrs, the motivational practices indirectly affected motivation at 10 yrs and achievement. Findings provide ecological validity for the role of parental motivational practices in children's academic intrinsic motivation and achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)