Researchers Discover Features of Home Environment Benefit Children’s Learning

Based on the findings of a study, intellectually stimulating home environments which provide a breadth of learning activities, and which foster children’s curiosity, exploration and developing competency and mastery in the earlier years are positively associated with children’s academic intrinsic motivation at a later age, regardless of the family’s socio-economic status.

(Term explanation: Intrinsic motivation comes from internal factors, such as feeling good about doing it or feeling happy doing it, as opposed to extrinsic motivation in which the drive of motivation is from external factors such as doing things in order to get rewards. Based on the findings of 4 studies, it is important to know that intellectual intrinsic motivation is associated with better academic performance. On the contrary, extrinsic motivation is associated with poor academic performance. )

 

Here are the features comprising the intellectually stimulating home environments which have been proven directly or indirectly to influence children’s intellectual intrinsic motivation in the long-term :

“(1) Home environment features which provides social, emotional, and intellectual supports to children. 


  • Family has a television and it is used judiciously, not left on continuously.

  • Family encourage children to develop sustain hobbies.

  • Child is regularly included in family’s recreational hobby.

  • Family provides lessons or organizational membership to support child’s talents.

  • Child has ready access to a library card, and family arranges for child to go to library once a month.

  • Family members have taken child, or arranged for child to go to a scientific, historical, or art museum within the past year.

(2) Home environment features which value educational stimulation and parental involvement to children:


  • Children have access to a real musical instrument.

  • Children have access to their own subscription to a magazine or book club.

  • Children have opportunities to access private lessons.

  • There are different magazines or journals family receives at home each month.

  • There is a personal computer at home that a child can experience and work with.

  • Parents’ expectation on the level of education children to achieve.

(3) Family environment features which emphasizes on atmosphere and the interactions among family members.


  • Families talk about political and social problems.

  • Families go to lecturers, plays or concerts.

  • Learning about new and different things is very important to in the family.

  • Family in interested in cultural activities.

  • Family has intellectual discussions.

  • Someone in the family plays a musical instrument.

  • Family members often go to library.

  • Watching TV is less important than reading in the family.

  • Family members really like music, art, and literature.” (p. 5, 1998)”

Created on December 08 2015 at 11: 54 AM


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Details of Scientific Answers: Click on each bullet to Read References

References:

1: "Role of cognitively stimulating home environment in children's academic intrinsic motivation: A longitudinal study," Child Development, 1998, by Gottfried, A. E., Fleming, J. S., & Gottfried, A. W.. (Citations: 214).



References:

1: "Academic intrinsic motivation in elementary and junior high school students," Journal of educational psychology, 2005, by Gottfried, A. E. . (Citations: 721).



2: "Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates," Journal of educational psychology, 2005, by Lepper, M. R., Corpus, J. H., & Iyengar, S. S. . (Citations: 721).



3: "Role of parental motivational practices in children's academic intrinsic motivation and achievement," Journal of Educational Psychology, 1994, by Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. . (Citations: 282).



4: "Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes," Contemporary Educational Psychology, 2009, by Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. . (Citations: 119).



5: "Intrinsic intellectuality: Its relations to social class, intelligence, and achievement," Journal of Personality and Social Psychology, 1984, by Lloyd, J., & Barenblatt, L. . (Citations: 95).



References:

1: "Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates," Journal of educational psychology, 2005, by Lepper, M. R., Corpus, J. H., & Iyengar, S. S. . (Citations: 721).



2: "Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes," Contemporary Educational Psychology, 2009, by Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. . (Citations: 119).




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Researchers Discover Features of Home Environment Benefit Children’s Learning

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