User:U3097561

= Family influences on academic motivation: How do families influence school-aged children’s academic motivations? =

''== What is achievement? ==''

The need for achievement is

Children are able to develop relatively strong achievement strivings when they are provided with independence training, high performance aspirations, realistic standards of excellence, high ability self-concepts (e.g. “this task will be easy for you”), a positive valuing of achievement-related pursuits, explicit standards of excellence, a home environment rich in stimulation potential, a wide extent of experiences (e.g. traveling) and exposure to children’s readers rich in achievement imagery (Rosen & D’Andrade, 1959). This development

Pride emerges from a developmental history of success episodes ending in mastery and task success, and shame emerges from a developmental history of failure episodes ending in ridicule (Stipek, 1983). Strong academic achievement along with high-quality relationships and having high-quality peer relationships are predicted through the person’s emotional regulation skills (Gumora & Arsenio, 2002)

•
 * • 	Academic achievement/motivation
 * •	Environmental influences on children
 * •	Parenting styles
 * •	Family influences on children
 * •	School performance
 * •	Studies
 * •	Conclusions

Reference:
Gumora, G. & Arsenio, W.P. (2002). Emotionally, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40, 395-413 Rosen, B., & D’Andrade, R. C. (1959). The psychological origins of achievement moticvation. Sociometry, 22, 185-218 Stipek, D. J. (1983). A developmental analysis of pride and shame. Human Development, 26, 42-56.