Low-and high-achieving Australian secondary school students: their parenting, motivations and academic achievement

Boon, Helen J (2007) Low-and high-achieving Australian secondary school students: their parenting, motivations and academic achievement. Australian Psychologist, 42 (3). pp. 212-225.

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Abstract

The achievement goals and parenting of a sample of 879 grade 8 – 10 Australian students were examined to distinguish differences between low- and high-achieving students. Structural equation modelling was used to test a theoretical model linking parental warmth and strictness/supervision via mastery goals, self-efficacy, and self-handicapping to achievement. Results validated and extended previous findings concerning achievement goal theory, self-efficacy, self-handicapping and parenting style, supporting the role of self-efficacy in mediating the effects of parental style through a mastery goal orientation to achievement. Low achievement was significantly linked to neglectful parenting perceptions, higher self-handicapping and lower mastery goals and self-efficacy. An authoritative parenting style was found to predict higher achievement via enhanced mastery goals and self-efficacy while protecting against self-handicapping.

Item ID: 2061
Item Type: Article (Refereed Research - C1)
Keywords: motivation, parenting style, achievement goals
ISSN: 1742-9544
Date Deposited: 15 Jan 2009 00:06
FoR Codes: 13 EDUCATION > 1303 Specialist Studies in Education > 130309 Learning Sciences @ 100%
13 EDUCATION @ 0%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
Citation Count from Web of Science Web of Science 15
Downloads: Total: 3
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