In a longitudinal study of children at ages 9 and 10 years, the role of parental motivational practices in children's academic intrinsic motivation and achievement was tested. Two types of motivational practices were assessed: mothers'encouragement of children's task endogeny and provision of task-extrinsic consequences. Structural equations path models for general-verbal and math academic areas supported the 2 predictions that children's academic intrinsic motivation is positively related to encouragement of task endogeny and negatively related to provision of task-extrinsic consequences. Academic intrinsic motivation at age 9 years predicted motivation and achievement at age 10 years. Moreover, through age 9 year motivation, the motivational practices indirectly affected age 10 year motivation and achievement
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