ABSTRACT
This chapter focuses on the role of parenting in the development of children’s academic motivation, including theory and research, longitudinal outcomes, and implications of parenting for children’s academic success. It presents the role of parenting with regard to children’s academic motivation. The chapter provides an overview of research, contemporary perspectives and theories, and major findings within those theories are presented. It also focuses on a long-term, longitudinal research program in the ongoing Fullerton Longitudinal Study regarding parenting as it relates to children’s academic intrinsic motivation and academic competence from childhood into adulthood. The chapter addresses generalities and specificities of parenting and academic motivation that emerge from integrating findings across the perspectives. It deals with a particular focus on longitudinal research because of its importance in assessing long-term relations between parenting and children’s academic motivation, mediating, and moderating variables, as well as directional influences between parenting and children’s academic motivation.
