A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Autonomy support and psychological control by parents and teachers and children's motivation to learn: Longitudinal and interactive effects
Tekijät: Maurer, Mia M.; Hiltunen, Vilija; Teuber, Ziwen; Silinskas, Gintautas
Kustantaja: Elsevier BV
Julkaisuvuosi: 2026
Lehti: Learning and Individual Differences
Artikkelin numero: 102949
Vuosikerta: 129
ISSN: 1041-6080
eISSN: 1873-3425
DOI: https://doi.org/10.1016/j.lindif.2026.102949
Julkaisun avoimuus kirjaamishetkellä: Ei avoimesti saatavilla
Julkaisukanavan avoimuus : Osittain avoin julkaisukanava
Verkko-osoite: https://doi.org/10.1016/j.lindif.2026.102949
This longitudinal study examined the predictive and interactive effects of parent- and teacher-perceived autonomy support and psychological control during Grade 3 homework and schoolwork on children's interest and self-concept of ability in literacy and math in Grade 4. By examining cross-context interactions, this study advances motivational theory by demonstrating how children's academic motivation is shaped by the joint influence of autonomy-supportive and controlling practices at home and at school. The results indicated that parent autonomy support longitudinally predicted higher child self-concept of ability (but not interest) in literacy and math. Two significant interaction effects were found, both involving teachers' provision of autonomy support. Specifically, parent and teacher autonomy support together (in interaction) predicted higher child self-concept of ability in both subjects, suggesting a synergistic effect. Moreover, high teacher autonomy support appeared to attenuate the typically negative association between parental psychological control and child self-concept, suggesting a buffering effect. Educational relevance statement: This study shows that parent autonomy support during homework is positively related to children's self-concepts of ability (motivation) in math and literacy. Furthermore, teacher autonomy support plays a role in shaping how parental practices influence children's motivation. When teachers provide high autonomy support, parental autonomy support predicts higher child self-concept, indicating a synergistic effect. Moreover, high teacher autonomy support appears to buffer children from parental psychological control. These findings emphasize how important it is to foster autonomy supportive environments in both school and home to enhance child motivation.
Avainsanat:
autonomy support, child motivation, Homework, Psychological control
Julkaisussa olevat rahoitustiedot:
We would like to acknowledge and thank the funder of this research: the Research Council of Finland (#296082, #331525, #336148, and #358041) to GS. The study was also funded by the Research Council of Finland to EDUCA (#358924 and #358947).
