Motivation, academic achievement and family practices: a cross-sectional investigation in 1st grade

Abstract

The present study offers data on the relationship between 6 year old children’s motivation (measured under a self-determination theoretical framework) and their performance on maths and reading, considering family (formal and informal practices and expectations) as main educational agents at an early age. Regarding academic achievement, results show a positive relation between intrinsic motivation and academic achievement in both domains. Also, data from families show significant correlations between formal maths practice at home and controlled regulation as well as parents’ expectations in maths with children’s intrinsic motivation. The interaction academic achievement x family, show negative significant correlations between informal math practice at home and math achievement at school and positive correlations between parents’ expectations in reading and children’s reading achievement. These results suggest that families, as educational agents, have an impact both on students’ motivation towards maths and academic achievement in reading and math. Implications for education and research are discussed.