Role of Cognitively Stimulating Home Environment in Children's Academic Intrinsic Motivation: A Longitudinal Study

Child Development

Volumn 69, Issue 5, 1998, Pages 1448-1460

  Gottfried, Adele Eskeles ^a   Fleming, James S ^a   Gottfried, Allen W ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; COGNITION; ENVIRONMENT; FAMILY; FEMALE; HUMAN; LEARNING; LONGITUDINAL STUDY; MALE; MOTIVATION; PSYCHOLOGICAL ASPECT;

ADOLESCENT; CHILD; COGNITION; ENVIRONMENT; FAMILY; FEMALE; HUMANS; LEARNING; LONGITUDINAL STUDIES; MALE; MOTIVATION;

EID: 0032193333     PISSN: 00093920     EISSN: None     Source Type: Journal    
DOI: 10.1111/j.1467-8624.1998.tb06223.x     Document Type: Article

References (48)

1. Bathurst, K. (1988). The Inventories of Family Functioning: A psychometric analysis. Dissertation Abstracts International, 49, 2918 (University Microfilms No. DA 88-22158).
2. Bentler, P. M. (1995). EQS: Structural equations program manual. Encino, CA: Multivariate Software.
3. Berlyne, D. E. (1965). Curiosity and education. In J. D. Krumboltz (Ed.), Learning and the educational process (pp. 67-89). Chicago: Rand McNally.
4. Berlyne, D. E. (1971). What next? Concluding summary. In H. I. Day, D. E. Berlyne, & D. E. Hunt (Eds.), Intrinsic motivation: A new direction in education (pp. 186-196). Toronto: Holt, Rinehart & Winston.
5. Bloom, B. (1964). Stability and change in human characteristics. New York: Wiley.
6. Bradley, R. H. (1989). The use of the HOME inventory in longitudinal studies of child development. In M. H. Bornstein & N. A. Krasnegor (Eds.), Stability and continuity in mental development (pp. 191-215). Hillsdale, NJ: Erlbaum.
7. Bradley, R. H. (1995). Environment and parenting. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 2, pp. 235-261). Mahwah, NJ: Erlbaum.
8. Bradley, R. H., Caldwell, B. M., Rock, S. L., Hamrick, H. M., & Harris, P. (1988). Home observation for measurement of the environment: Development of a home inventory for use with families having children 6 to 10 years old. Contemporary Educational Psychology, 82, 58-71.
9. Bradley, R. H., Caldwell, B. M., Rock, S. L., Ramey, C. T., Barnard, K. E., Gray, C., Hammond, M. A., Gottfried, A. W., Siegel, L. S., & Johnson, D. L. (1989). Home environment and cognitive development in the first three years of life: A collaborative study involving six sites and three ethnic groups in North America. Developmental Psychology, 25, 217-235.
10. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723-742.
11. Busch-Rossnagel, N. A., Knauf-Jensen, D. E., & DesRosiers, F. S. (1995). Mothers and others: The role of the socializing environment in the development of mastery motivation. In R. H. MacTurk & G. A. Morgan (Eds.), Mastery motivation: Origins, conceptualizations, and applications (pp. 117-145). Norwood, NJ: Ablex.
12. Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15-35). New York: Cambridge University Press.
13. Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. New York: Cambridge University Press.
14. Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.
15. Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.
16. Deci, E. L., & Ryan, R. M. (1992). The initiation and regulation of intrinsically motivated learning and achievement. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 9-36). New York: Cambridge University Press.
17. Deutsch, C. P. (1973). Social class and child development. In B. M. Caldwell & H. N. Ricciuti (Eds.), Review of child development research: Vol. 3. Child development and social policy (pp. 233-282). Chicago: University of Chicago Press.
18. Gaiter, J. L., Morgan, G. A., Jennings, K. D., Harmon, R. J., & Yarrow, L. J. (1982). Variety of cognitively oriented caregiver activities: Relationships to cognitive and motivational functioning at one and 31/2 years of age. Journal of Genetic Psychology, 141, 49-56.
19. Ginsburg, G. S., & Bronstein, P. (1993). Family factors related to children's intrinsic/ extrinsic motivational orientation and academic performance. Child Development, 64, 1461-1474.
20. Gottfried, A. E. (1983). Intrinsic motivation in young children. Young Children, 39, 64-73.
21. Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77, 631-645.
22. Gottfried, A. E. (1986a). Children's Academic Intrinsic Motivation Inventory. Odessa, FL: Psychological Assessment Resources.
23. Gottfried, A. E. (1986b). Intrinsic motivational aspects of play experiences and materials. In A. W. Gottfried & C. C. Brown (Eds.), Play interactions: The contributions of play materials and parental involvement to children's development (pp. 81-99). Lexington, MA: Lexington Books.
24. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.
25. Gottfried, A. E., Bathurst, K., & A. W. Gottfried (1994). Role of maternal and dual-earner employment status in children's development: A longitudinal study from infancy through early adolescence. In A. E. Gottfried & A. W. Gottfried (Eds.), Redefining families: Implications for children's development (pp. 55-97). New York: Plenum.
26. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104-113.
27. Gottfried, A. E., & Gottfried, A. W. (1994). Impact of redefined families on children's development: Conclusions, conceptual perspectives, and social implications. In A. E. Gottfried & A. W. Gottfried (Eds.), Redefining families: Implications for children's development (pp. 221-229). New York: Plenum.
28. Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40, 179-183.
29. Gottfried, A. E., Gottfried, A. W., & Bathurst, K. (1988). Maternal employment, family environment, and children's development: Infancy through the school years. In A. E. Gottfried & A. W. Gottfried (Eds.), Maternal employment and children's development: Longitudinal research (pp. 11-58). New York: Plenum.
30. Gottfried, A. W. (Ed.). (1984). Home environment and early cognitive development: Longitudinal research (pp. 329-342). New York: Academic Press.
31. Gottfried, A. W. (1985). Measures of socioeconomic status in child development research: Data and recommendations. Merrill-Palmer Quarterly, 31, 85-92.
32. Gottfried, A. W., & Gottfried, A. E. (1984). Home environment and cognitive development in young children of middle-socioeconomic-status families. In A. W. Gottfried (Ed.), Home environment and early cognitive development: Longitudinal research (pp. 57-115). New York: Academic Press.
33. Gottfried, A. W., Gottfried, A. E., Bathurst, K., & Guerin, D. (1994). Gifted IQ: Early developmental aspects. New York: Plenum.
34. Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 89, 143-154.
35. Guerin, D., & Gottfried, A. W. (1994). Developmental stability and change in parents' reports of temperament: A ten year longitudinal study from infancy through preadolescence. Merrill-Palmer Quarterly, 40, 334-355.
36. Hollingshead, A. G. (1975). Four Factor Index of Social Status. Unpublished manuscript, Yale University, Department of Sociology.
37. Kellaghan, T., Sloane, K., Alvarez, B., & Bloom, B. S. (1993). The home environment and school learning. San Francisco: Jossey-Bass.
38. Lepper, M. R. (1983). Extrinsic and intrinsic reward: Implications for the classroom. In J. M. Levine & M. C. Wang (Eds.), Teacher and student perceptions: Implications for learning (pp. 281-317). Hillsdale, NJ: Erlbaum.
39. Moos, R. H., & Moos, B. S. (1994). Family Environment Scale Manual. Palo Alto, CA: Consulting Psychologists Press.
40. Nicholls, J. G. (1983). Conceptions of ability and achievement motivation: A theory and implications for education. In S. G. Paris, G. M. Olson, & H. W. Stevenson (Eds.), Learning and motivation in the classroom (pp. 211-237). Hillsdale, NJ: Erlbaum.
41. Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation, and learning. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 115-149). Greenwich, CT: JAI Press.
42. Voss, H., & Keller, H. (1983). Curiosity and exploration. New York: Academic Press.
43. Wachs, T. D. (1987). Specificity of environmental action as manifest in environmental correlates of infant's mastery motivation. Developmental Psychology, 23, 782-790.
44. Wachs, T. D. (1992). The nature of nurture. Newbury Park, CA: Sage.
45. Wachs, T. D., & Gruen, G. E. (1982). Early experience and human development. New York: Plenum.
46. Yarrow, L. J., MacTurk, R. H., Vietze, P. M., McCarthy, M. E., Klein, R. P., & McQuiston, S. (1984). Developmental course of parental stimulation and its relationship to mastery motivation during infancy. Developmental Psychology, 20, 492-503.
47. Yarrow, L. J., Morgan, G. A., Jennings, K. D., Harmon, R. J., & Gaiter, J. L. (1982). Infants' persistence at tasks: Relationships to cognitive functioning and early experience. Infant Behavior and Development, 5, 131-141.
48. Yarrow, L. J., Rubenstein, J. L., & Pedersen, F. A. (1975). Infant and environment. New York: Wiley.