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ERIC Number: EJ919122
Record Type: Journal
Publication Date: 2011-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1053-1890
Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention
Froiland, John Mark
Child & Youth Care Forum, v40 n2 p135-149 Apr 2011
In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived their children as becoming more autonomously motivated relative to the comparison group, F(1, 26) = 7.69, p less than 0.05. Children in the treatment group reported increased positive affect toward homework relative to the comparison group, F(1,26) = 5.35, p less than 0.05. Children did not significantly improve on general measures of self reported academic intrinsic motivation or relative autonomy. These preliminary findings suggest that autonomy supportive parenting styles may improve parent's perceptions of their children's autonomous motivation and children's subjective experience of positive affect surrounding homework. In order to draw firmer conclusions about the effects of the intervention, more rigorously controlled studies will be needed in the future.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A