Undergraduate Honors Thesis Projects

Date of Award

4-2025

Document Type

Honors Paper

Degree Name

Psychology-BS

Department

Psychology

Advisor

Meredith Meyer

First Committee Member

Noam Shpancer

Second Committee Member

Karen Steigman

Keywords

Academic motivation, intrinsic motivation, personality, parent-child dynamic

Subject Categories

Higher Education | Other Psychiatry and Psychology | Psychiatry and Psychology

Abstract

Intrinsic motivation in the classroom is shown to benefit students by increasing their academic achievements, quality of learning, and practical skills. This study investigates the predictors of academic intrinsic motivation among elementary school students, focusing on the Big 5 personality traits and parent-child dynamics. Through correlation and regression analyses, significant predictors such as parent-child closeness, conscientiousness, and openness were identified. The findings support the hypotheses that a close parent-child bond and higher levels of conscientiousness and openness are positively associated with academic intrinsic motivation. Moreover, these appear to be independent predictors, and there was no evidence for any mediation involving these variables. Secondary analyses also suggested a significant positive correlation between parent age and close parent-child dynamics. Future research directions include exploring possible mediating variables such as school environment and peer relationships, measuring other types of motivation among students, and investigating relationships among parent age and parent-child relational quality. By understanding these predictors, educators and policymakers can better support students' academic success and personal growth.

Licensing Permission

Copyright, all rights reserved. Fair Use

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