Inner resources for school achievement: Motivational mediators of children's perceptions of their parents.

Abstract

This study examined a process model of relations among children's perceptions of their parents, their motivation, and their performance in school. Children's perceptions of their parents on dimensions of autonomy support and involvement were measured with the new children's perceptions of parents scale. Three motivation variables-control understanding, perceived competence, and perceived autonomy-were hypothesized to mediate between children's perceptions of their parents and their school performance. Analyses indicated that perceived maternal autonomy support and involvement were positively associated with perceived competence, control understanding, and perceptions of autonomy. Perceived paternal autonomy support and involvement were related to perceived competence and autonomy. In turn, the 3 motivation variables, referred to as inner resources, predicted children's performance. Structural equation modeling generally supported the mediational model.