A1 Refereed original research article in a scientific journal
The role of maternal support of competence, autonomy and relatedness in children's interests and mastery orientation
Authors: Aunola K, Viljaranta J, Lehtinen E, Nurmi JE
Publisher: ELSEVIER SCIENCE BV
Publication year: 2013
Journal: Learning and Individual Differences
Journal name in source: LEARNING AND INDIVIDUAL DIFFERENCES
Journal acronym: LEARN INDIVID DIFFER
Volume: 25
First page : 171
Last page: 177
Number of pages: 7
ISSN: 1041-6080
DOI: https://doi.org/10.1016/j.lindif.2013.02.002
Abstract
The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year regarding their interests and mastery orientation (Time 1 and Time 2). Mothers filled in a diary and questionnaire measuring maternal support, also on two occasions (Time 1 and Time 2). Children's school performance in reading and math was tested at the beginning of the first grade (Time 1). The results showed that, after controlling for the autoregressor and level of performance, all of the maternal support variables predicted children's subsequent interest in mathematics but not in reading. Children's mastery orientation, in turn, was only predicted by mothers' support for autonomy. (C) 2013 Elsevier Inc. All rights reserved.
The present study investigated the extent to which mothers' support for their children's sense of competence, autonomy and relatedness predicts their children's interest in math and reading, and also their mastery orientation, during the transition to primary school. One hundred fifty-two children were examined twice during their first grade year regarding their interests and mastery orientation (Time 1 and Time 2). Mothers filled in a diary and questionnaire measuring maternal support, also on two occasions (Time 1 and Time 2). Children's school performance in reading and math was tested at the beginning of the first grade (Time 1). The results showed that, after controlling for the autoregressor and level of performance, all of the maternal support variables predicted children's subsequent interest in mathematics but not in reading. Children's mastery orientation, in turn, was only predicted by mothers' support for autonomy. (C) 2013 Elsevier Inc. All rights reserved.
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