In a seven week quasi-experimental study, parents (n = 15) of elementary school students (n = 15) learned autonomy supportive communication techniques that included helping their children set learning goals for homework assignments. Treatment vs. comparison group (n = 30) ANCOVA analyses revealed that the parents in the treatment group perceived their children as becoming more autonomously motivated relative to the comparison group, F(1, 26) = 7.69, p
CITATION STYLE
Froiland, J. M. (2011). Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention. Child and Youth Care Forum, 40(2), 135–149. https://doi.org/10.1007/s10566-010-9126-2
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