Abstract
This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of 1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study. We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence, and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context of Singapore.
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Acknowledgments
This paper refers to data from the research project OER 20/09 DH, funded by the Education Research Funding Programme, National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings, and conclusions expressed in this article are those of the authors and do not necessarily represent the views of NIE. We are grateful to Scott G. Paris, Lazar Stankov, Alexander S. Yeung, Yee Zher Sheng, Phillip A. Towndrow, Ridzuan Bin Abdul Rahim, Shun Lau, Youyan Nie, Teck Kiang Tan, Siok Chen Loo, and Seoh Wah Cham for their contribution to this research.
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Luo, W., Aye, K.M., Hogan, D. et al. Parenting behaviors and learning of Singapore students: The mediational role of achievement goals. Motiv Emot 37, 274–285 (2013). https://doi.org/10.1007/s11031-012-9303-8
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DOI: https://doi.org/10.1007/s11031-012-9303-8