ABSTRACT
The present chapter focuses on the role of parenting in the development of children’s academic motivation, including theory and research, longitudinal outcomes, and implications of parenting for children’s academic success. As research on the development of children’s academic motivation has expanded over the course of the 20th century and into the 21st, there has been an increasing emphasis on the role and importance of parenting with regard to children’s academic motivational development and educational success. Findings have indicated the specific, unique, and significant role of parenting from early childhood throughout the school years and into adulthood for academic motivation and competence across differing populations, academic domains, and career interests. Throughout the literature, parenting is recognized as being of importance for the development of children’s academic motivation and competence (Gottfried, 2009, 2016, 2018, in press; Pomerantz and Grolnick, 2017; Wigfield, Eccles, Fredricks, Simpkins, Roeser, and Schiefele, 2015).
