Abstract
We examined how students’ intrinsic and extrinsic academic motivation and parental education uniquely and interactively related to teacher report of their self-regulated classroom behaviors (e.g., completion of tasks, keeping track of instructions). In a socioeconomically and racially/ethnically diverse sample of 317 students in third through fifth grade from the United States (34% Asian/Pacific Islander, 32% Hispanic/Latine, 21% White, 6% Black, 6% multiracial/other; 52% female), neither intrinsic motivation nor extrinsic academic motivation emerged as a significant predictor of children’s self-regulated classroom behaviors when controlling for parental education. However, we found a significant interactive effect between intrinsic motivation and parental education for three complementary measures of students’ self-regulated classroom behaviors (task orientation, working memory, flexible shifting). Simple slope analyses revealed that the positive association between intrinsic motivation and students’ self-regulated classroom behaviors was limited to children whose parents have lower levels of educational attainment (e.g., high school degree). This work has important practice and policy implications for increasing classroom practices that promote students’ academic intrinsic motivation, particularly for students whose parents have a high school degree or less. Simple interventions to improve teachers’ autonomy-supportive classroom practices and the content of verbal and written feedback to students could have cascading benefits for students’ intrinsic motivation and the self-regulated classroom behaviors that support learning.
Highlights
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Examined how students’ intrinsic and extrinsic motivation and parental education uniquely and interactively relate to self-regulated classroom behaviors.
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Main effects of intrinsic motivation, extrinsic motivation, and parental education were non-significant.
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Significant interaction between intrinsic motivation and parental education for children’s self-regulated classroom behaviors.
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Benefits of intrinsic motivation for self-regulation in the classroom were limited to students whose parents had a high school degree or less.
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Implications for increasing autonomy-supportive and feedback classroom practices to support intrinsic motivation.
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Acknowledgements
Data collection for this study was supported by a William T. Grant Foundation Scholar award [180826] and the analyses and manuscript preparation were supported by a Jacobs Foundation Advanced Research Fellowship [2017126107] to Jelena Obradović. The authors thank the students, teachers, and school administrators who participated and made this research possible, and students who helped collect and process the data. The findings, conclusions, and opinions here are those of the authors and do not represent views of the William T. Grant Foundation or the Jacobs Foundation.
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Finch, J.E., Saavedra, A. & Obradović, J. Academic Motivation and Self-Regulated Classroom Behaviors in Middle Childhood: Moderation by Parental Education. J Child Fam Stud (2023). https://doi.org/10.1007/s10826-023-02666-1
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DOI: https://doi.org/10.1007/s10826-023-02666-1