chapter  9
Control and Academics
Pages 16

We have seen in the preceding chapters how parental control can weaken children’s intrinsic motivation to pursue a variety of activities, among them school activities. There is also evidence that parental control can undermine children’s movement toward a greater valuing of and personal sense of responsibility for behaviors and activities that are not inherently interesting, thus keeping children tied to external contingencies. But how does control relate to actual learning? I began asking this question when teachers in a school in which I was conducting a study began to challenge parts of this work.