In this Symposium we address the relationship between home practices, academic motivation and performance in reading and mathematics skills. To the interest in describing the role of families in pupils' performance (Blevins-Knabe, 2016; Mutaf-Yildiz et al., 2018; Rosales et al., 2020; Sasanguie et al, 2012; Sénéchal and LeFevre, 2002, 2014; Wirth, 2022) we have incorporated the study of the academic motivation variable (De Sixte and Rosales, 2017; De Sixte et al., 2019, 2020; De Smedt et al., 2020; Garon- Carrier et al., 2016; Mercader et al., 2017; Schiefele et al., 2016; Silinskas and Kikas, 2019). More specifically, we will analyse the role of academic motivation from Self-Determination Theory (Deci and Ryan, 1985; Ryan and Deci, 2017, 2019, 2020) on academic achievement in reading and mathematics.

In the first paper we present a study in which we relate formal and informal reading practices at home and reading achievement. In the second and third papers, we present longitudinal studies relating reading and mathematics achievement and motivation at early ages. In the fourth paper, we present an exploratory study on educational support for Autonomous or Controlled Motivation and its relationship with students' motivational profile towards mathematics. Finally, we present some preliminary data on the validation of the ESMS Scale.