Gottfried A E, Fleming J S, Gottfried A W
California State University, Northridge, Department of Educational Psychology and Counseling, CA 91330, USA.
Child Dev. 1998 Oct;69(5):1448-60.
The short- and long-term, and direct and indirect, relations between cognitively stimulating home environment and academic intrinsic motivation were investigated in a longitudinal study from childhood through early adolescence. Structural equations modeling was used to test the hypothesis that home environment positively predicts academic intrinsic motivation over this period. It was also hypothesized that home environmental processes would positively predict motivation controlling for socioeconomic status (SES). When children were age 8, home environment (comprising both direct observations and parent report) and SES were measured. Academic intrinsic motivation was assessed at ages 9, 10, and 13. Results supported the hypotheses. Home environment had statistically positive and significant, direct and indirect paths to academic intrinsic motivation from childhood through early adolescence, indicating both short- and long-term effects across these ages. Moreover, home environment was significant above and beyond SES. The findings revealed that children whose homes had a greater emphasis on learning opportunities and activities were more academically intrinsically motivated.
在一项从童年到青春期早期的纵向研究中，研究了具有认知刺激性的家庭环境与学业内在动机之间的短期和长期、直接和间接关系。采用结构方程模型来检验以下假设：在此期间，家庭环境对学业内在动机具有正向预测作用。还假设家庭环境过程将对控制社会经济地位（SES）后的动机产生正向预测作用。当儿童8岁时，对家庭环境（包括直接观察和家长报告）和SES进行测量。在9岁、10岁和13岁时评估学业内在动机。结果支持了这些假设。从童年到青春期早期，家庭环境对学业内在动机具有统计学上正向且显著的直接和间接路径，表明在这些年龄段都有短期和长期影响。此外，家庭环境在SES之外也具有显著影响。研究结果表明，家庭更强调学习机会和活动的儿童在学业上更具内在动机。
