Abstract
Using latent variable path analysis with partial least squares (LVPLS), the study examines the pathways between parenting practices and children's motivational orientation toward school work over the transition to middle school. Greater external control and lack of guidance by parents in the 5th-grade year were related to children's poorer academic achievement that year, which in turn predicted a more extrinsic motivational orientation in 7th grade. In contrast, greater parental autonomy-supporting behavior in the 5th-grade year was related to children's higher academic achievement that year, which in turn predicted a more intrinsic motivational orientation in 7th grade. In all instances, children's perceptions of their academic competence mediated the relation between 5th-grade academic performance and 7th-grade motivational orientation.
Similar content being viewed by others
References
Baron, R. M., and Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. J. Pers. Soc. Psychol. 51: 1173–1182.
Baumrind, D. (1967). Child care practices anteceding three patterns of preschool behavior. Gene. Psychol. Monogr. 75: 43–88.
Baumrind, D. (1971). Current patterns of parental authority. Dev. Psychol. Monogr. 4: 1–102.
Bloom, B. L. (1985). A factor analysis of self-report measures of family functioning. Fam. Proc. 24: 225–239.
Bronstein, P., Duncan, P., D'Ari, A., Pieniadz, J., Fitzgerald, M., Abrams, C. L., Frankowski, B., Franco, O., Hunt, C., and Oh Cha, S. Y. (1996). Family and parenting behaviors predicting middle school adjustment: A longitudinal study. Fam. Relat. 45: 415–426.
Dawson, G., Ashman, S. B., Panagiotides, H., Hessl, D., Self, J., Yamada, E., and Embry, L. (2003). Preschool outcomes of children of depressed mothers: Role of maternal behavior, contextual risk, and children's brain activity. Child Dev. 74: 1158–1175.
Deci, E. L., and Ryan, R. M. (1985). Intrinsic Motivation and Self Determination in Human Behavior. Plenum, New York.
Deci, E. L., and Ryan, R. M. (1987). The support of autonomy and the control of behavior. J. Pers. Soc. Psychol. 56: 1024–1037.
Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., and Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance, Child Dev. 58: 1244–1257.
Eccles (Parsons), J., Midgley, C., and Adler, T. F. (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. G. Nicholls (ed.), Advances in Motivation and Achievement, Vol. 3. JAI Press, Greenwich, CT, pp. 283–331.
Falk, R. F., and Miller, N. B. (1992). A Primer for Soft Modeling. University of Akron, Akron, OH.
Gardner, E. F. (1982). Stanford Achievement Test. Psychological Corporation, Harcourt Brace Jovanovich, New York.
Ginsburg, G., and Bronstein, P. (1993). Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Dev. 64: 1461–1474.
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. J. Educ. Psychol. 82(3): 525–538.
Gottfried, A. E., Fleming, J. S., and Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. J. Educ. Psychol. 86: 104–113.
Gottfried, A. E., Fleming, J. S., and Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study. Child Dev. 69: 1448–1460.
Grych, J. H., Harold, G. T., and Miles, C. J. (2003). A prospective investigation of appraisals as mediators of the link between interparental conflict and child adjustment. Child Dev. 74: 1176‐1193.
Grolnick, W. S., and Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. J. Educ. Psychol. 81: 143–154.
Grolnick, W. S., and Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Dev. 65: 237–252.
Harter, S. (1980). A Scale of Intrinsic Versus Extrinsic Orientation in the Classroom. Manual. University of Denver, Denver, CO.
Harter, S. (1985). Manual for the Self-Perception Profile for Children. University of Denver, Denver, CO.
Harter, S., and Connell, J. P. (1984). A model of children's achievement and related self-perceptions of competence, control, and motivational orientations. In J. Nicholls (ed.), The Development of Achievement-Related Cognitions and Behavior. JAI Press, Greenwich, CT.
Hollingshead, A. B. (1975). Four factor index of social status. Unpublished manuscript, Yale University.
Horowitz, L. M., Inouye, D., and Siegelman, E. Y. (1979). On averaging judges' ratings to increase their correlation with an external criterion. J. Consult. Clin. Psychol. 47: 453–458
Jöreskog, K. G., and Sörbom, D. (1985). LISREL-5 Program Manual. International Educational Services, Chicago.
Jöreskog, K. G., and Wold, H. (1982). Systems Under Indirect Observation: Causality, Structure, Prediction. North Holland, Amsterdam.
Lamborn, S. D., Mounts, N. S., Steinberg, L., and Dornbusch, S. M. (1991). Patterns of competence and adjustment among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Dev. 62: 1049–1065.
Lepper, M. R., and Greene, D. (1978). The Hidden Costs of Rewards. Erlbaum, Hillsdale, NJ.
Leung, P. W. L., and Kwan, K. S. F. (1998). Parenting styles, motivational orientations, and self-perceived academic competence: A mediational model. Merrill-Palmer Q. 44: 1–19.
Lohmoeller, J. B. (1989). Latent Variable Path Modeling With Partial Least Squares. Springer-Verlag, New York.
Maccoby, E. E., and Martin, J. (1983). Socialization in the context of the family: Parent‐child interaction. In P. H. Mussen (Series Ed.) and E. M. Hetherington (Vol. Ed.), Handbook of Child psychology: Vol. 4. Socialization, Personality, and Social Development, 4th edn. Wiley, New York, pp. 1–101.
McMahon, R. J., and Wells, K. C. (1998). Conduct problems. In E. J. Mash, and R. A. Barkley (Eds.), Treatment of Childhood Disorders, 2nd edn. Guilford, New York, pp. 111–207.
Rigby, C. S., Deci, E. L., Patrick, B. C., and Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivat. Emotion 16(3): 165–185.
Rosenthal, R. (1973). Estimating effective reliabilities in studies that employ judges' ratings. J. Clin. Psychol. 29: 342–345.
Rushton, J. P., Brainerd, C. J., and Pressley, M. (1983). Behavioral development and construct validity: The principle of aggregation. Psychol. Bull. 94: 18–38.
Schwarz, J. C., Barton-Henry, M. L., and Pruzinsky, T. (1985). Assessing childrearing behaviors: A comparison of ratings made by mother, father, child and sibling on the CRPBI. Child Dev. 56: 462–479.
Steinberg, L., Lamborn, S. D., Darling, N., Mounts, N. S., and Dornbusch, S. M. (1994). Over-time changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families. Child Dev. 65: 754–770.
Author information
Authors and Affiliations
Corresponding author
Additional information
Associate Professor, Division of Child and Adolescent Psychiatry, Johns Hopkins University, School of Medicine. Her current research focuses on anxiety and depression in childhood.
Rights and permissions
About this article
Cite this article
Bronstein, P., Ginsburg, G.S. & Herrera, I.S. Parental Predictors of Motivational Orientation in Early Adolescence: A Longitudinal Study. J Youth Adolescence 34, 559–575 (2005). https://doi.org/10.1007/s10964-005-8946-0
Received:
Revised:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/s10964-005-8946-0