High School Students' Goal Orientations and Their Relationship to Perceived Parenting Styles

Gonzalez, Alyssa; Holbein, Marie; Quilter, Shawn M.

doi:10.1006/ceps.2001.1104

Cited by 148 publications

(131 citation statements)

References 45 publications

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“…Instead of trying to eliminate performance approach goals, teachers and parents can focus on promoting and modeling mastery goals. Research on parental achievement goals (Friedel et al 2007) and parenting styles (Gonzalez et al 2002) provides practical tips for promoting desirable forms of achievement goals among students. While doing so, as we emphasized above, mastery goal-oriented students should be coached and scaffolded to focus on desirable types of self-talk.…”

Section: Research Question 1: How Do Achievement Goals Predict Academmentioning

confidence: 99%

Achievement goals, motivational self-talk, and academic engagement among Chinese students

Wang

Shim

Wolters

2017

Asia Pacific Educ. Rev.

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The present study investigated the mediating role of motivational self-talk strategies (i.e., mastery selftalk, extrinsic self-talk, and efficacy enhancement self-talk) in the relationships between achievement goals and academic engagement (i.e., involvement, withdrawal in the face of difficulties, avoidance of challenges, and disruptive behaviors) among 1096 10th grade students (43% male) in a selective Chinese high school. Structural equation models showed that total and desirable effects of mastery goals were partially mediated by motivational self-talk strategies. Performance approach goals were maladaptive and only weak partial mediation was found through motivational self-talk strategies. A similar pattern was observed with performance avoidance goals. Mastery self-talk and efficacy enhancement self-talk were related to positive patterns of engagement while extrinsic self-talk was related to maladaptive patterns of engagement. Theoretical, cultural, and practical implications are discussed.

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Section: Research Question 1: How Do Achievement Goals Predict Academmentioning

confidence: 99%

Achievement goals, motivational self-talk, and academic engagement among Chinese students

Wang

Shim

Wolters

2017

Asia Pacific Educ. Rev.

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“…The permissive parenting style (generally lenient: responsive and not demanding) has been viewed to lead to many negative outcomes in adolescents (Barry, Dunlap, Lochman, & Wells, 2009;Chan & Chan, 2009;Dwairy, 2004;Gonzalez, Holbein, & Quilter, 2002). On the contrary, the authoritative style (both demanding and responsive) is found to have a positive effect on adolescents' wellbeing and settlement (Besharat et al, 2011;Cheung & McBride-Chang, 2008;Turner, Chadler, & Heffer, 2009;Ratner, 2013;Smits et al, 2008).…”

Section: Parenting Styles and Identitymentioning

confidence: 99%

Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

Aldhafri¹,

Al-Harthy²

2016

RES

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The current study examined the relationship between university students' academic identity and their perceptions of their parents' parenting styles among a sample of Omani students. Marcia's (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was & Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students' academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.

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“…Four studies examined student autonomy by looking at locus of control, control understanding, perceived competence, perceived autonomy, self-regulation, or affective coping and engagement (Grolnick and Slowiaczek, 1994;Grolnick et al, 1991;Trusty and Lampe, 1997;Stiller and Ryan, 1992). One study examined motivation as mastery and performance goal orientations (Gonzalez et al, 2002), and two studies measured motivation to read (Adunyarittigun, 1997;Koskinen et al, 2000).…”

Section: How the Review Of Literature Was Conductedmentioning

confidence: 99%

“…In addition, the use of mastery goals decreases the likelihood that low perceived ability becomes an academic handicap to students (Duda and Nicholls, 1992). Gonzalez et al (2002) investigated whether parent involvement (as perceived by students) is predictive of a mastery orientation approach to learning in a sample of 196 students enrolled in two Florida high schools. Participants were asked how active their parents were in: helping with homework, attending school programs, attending athletic or extracurricular events, choosing academic courses, and keeping informed about student's progress in school.…”

Section: Motivational Goal Orientationmentioning

confidence: 99%