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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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 Type:||Article (Refereed Research - C1)|
|Keywords:||motivation, parenting style, achievement goals|
|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%|
|Deposited On:||15 Jan 2009 10:06|
|Last Modified:||30 Apr 2013 00:23|
Last 12 Months: 0
|Citation Counts with External Providers:||Web of Science: 12|
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