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Social Psychology of Education

, Volume 9, Issue 2, pp 159–178 | Cite as

The Relation of Personal Epistemology to Parenting Style and Goal Orientation in College Mothers

  • Robert RiccoEmail author
  • Pamela Rodriguez
Article

Abstract

This study sought to establish the relevance of mothers’ epistemic beliefs to their parenting style and preferred academic goals for their child. College mothers (N  =  163) from primarily working class families completed a variety of self-report measures including a modified version of Schommer’s [(1990). Journal of Educational Psychology, 82, 498–504] Epistemological Beliefs Questionnaire, the Parental Attitudes Questionnaire-Revised [Reitman, Rhode, Hupp, & Altobello (2002). Journal of Psychopathology and Behavioral Assessment, 24(2), 119–127], and several goal orientation scales. Results indicated that a view of learning as effortful and under the learner’s control and a view of knowledge as actively constructed were associated with an authoritative parenting style and with a preference for their child to focus on learning, improvement, and effort in approaching academic tasks. By contrast, a view of learning as quick, straightforward, relatively passive and as based in innate constraints and a view of knowledge as consisting of discreet, unambiguous facts were associated with authoritarian and permissive styles and the adoption of performance goals for one’s child.

Keywords

personal epistemology parental beliefs learning/mastery goals performance goals parenting style product and process 

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Copyright information

© Springer 2006

Authors and Affiliations

  1. 1.Psychology DepartmentCalifornia State University at San BernardinoSan BernardinoUSA

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