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Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement.
- Source :
-
Australian Psychologist . Sep2007, Vol. 42 Issue 3, p212-225. 14p. 3 Diagrams, 3 Charts, 3 Graphs. - Publication Year :
- 2007
-
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. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00050067
- Volume :
- 42
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Australian Psychologist
- Publication Type :
- Academic Journal
- Accession number :
- 25970257
- Full Text :
- https://doi.org/10.1080/00050060701405584