Perception of parenting styles and academic achievement: The mediating role of goal orientations

Diaconu‐Gherasim, Loredana R.; Măirean, Cornelia

doi:10.1016/j.lindif.2016.06.026

Cited by 40 publications

(40 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on prior research on family involvement and engagement in students' education (Bowers et al 2011;Diaconu-Gherasim and Măirean, 2016;Juang and Silbereisen, 2002), we adapted a three-item measure that focused on students' perceptions of their family's expectations that they put effort into their study (My family has clear expectations that I will do my best in the study), students' perceptions of their family's support regarding school achievement (My family supports me with respect to doing well in the study), and students' perceptions of their family's concern about academic success (My family is very concerned that I will succeed in the study). Each item was rated on a seven-point Likert-type scale (1 = not at all true for me, 7 = very true for me).…”

Section: Family Expectationmentioning

confidence: 99%

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

2018

View full text Add to dashboard Cite

This study examined predictors of test anxiety in a sample of 2,528 Norwegian uppersecondary and postsecondary students by means of structural equation modeling. Results showed that personal goals related to career and grades positively predicted test anxiety, whereas self-efficacy beliefs were a negative predictor of test anxiety. In turn, participants' personal goals and self-efficacy beliefs were predicted by perceived family expectation and gender and, thus, mediated the effects of those variables on test anxiety. Specifically, academic expectations from students' families had an indirect positive effect on test anxiety mediated by career goal and an indirect negative effect on test anxiety mediated by selfefficacy beliefs, and gender indirectly affected test anxiety through self-efficacy beliefs (with females displaying lower self-efficacy beliefs than males). Finally, both family expectation and gender also had direct effects on test anxiety. The unique contribution of this large scale study is highlighted and theoretical and educational implications are discussed.

show abstract

Section: Family Expectationmentioning

confidence: 99%

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

2018

View full text Add to dashboard Cite

show abstract

“…In the SDT context, scholars argue that autonomy support is a critical dimension of parenting (Grolnick & Apostoleris, 2002;Ryan & Deci, 2017). In fact, parental autonomy support has been related to the mastery-oriented learning approach for children, intrinsic motivation to learning, and academic achievement (Diaconu-Gherasim & Mairean, 2016;Doctoroff & Arnold, 2017;Froiland, 2010;Gonida & Cortina, 2014;Joussemet et al, 2005).…”

mentioning

confidence: 99%

Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

Grijalva-Quiñonez

Cuervo

Parra-Pérez

et al. 2020

Psicología Educativa

View full text Add to dashboard Cite

“…It is also possible that some other individual factors such as achievement motivation, self‐efficacy beliefs, and goal orientations may have the same roles as effortful control. For example, a recent study has shown that goal orientations mediated the link between parenting behaviors and academic performances (Diaconu‐Gherasim & Măirean, ). Future studies should include other potential mediating factors when examining the associations between parenting behaviors and math engagement.…”

Section: Discussionmentioning

confidence: 99%

The associations among parental warmth and hostility and student engagement in math and the mediating role of effortful control among Chinese children

Qian

Chen

2020

PsyCh Journal

View full text Add to dashboard Cite

The associations among parenting behaviors, effortful control, and student engagement in math were examined in a sample of Chinese children. The sample was composed of 778 students (M age = 10.43 years, SD = 0.99) from Grades 4 to 6 in Shanghai, China.Children completed questionnaires to assess parental warmth and hostility, effortful control, and student engagement in math. The results indicated that parental warmth was positively correlated with math engagement whereas parental hostility was negatively correlated with math engagement. In addition, mediational analyses indicated that effortful control fully mediated the association between parental hostility and math engagement, but partially mediated the association between parental warmth and math engagement. This study offers insights into a mediating mechanism linking the relationships among parenting behaviors, effortful control, and math engagement.

show abstract

Perception of parenting styles and academic achievement: The mediating role of goal orientations

Cited by 40 publications

References 43 publications

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students

Parental Involvement in Mexican Elementary Students’ Homework: Its Relation with Academic Self-Efficacy, Self-Regulated Learning, and Academic Achievement

The associations among parental warmth and hostility and student engagement in math and the mediating role of effortful control among Chinese children

Contact Info

Product

Resources

About