Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations
We investigated whether and how adolescents’ perceived parental psychological control and autonomy support influence their maladaptive academic functioning through their achievement goal orientations. Participants were 845 tenth-grade students (447 boys, Mage = 15.20 ± 0.54 years; 398 girls, Mage = ...
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doaj-e845e83a87234e9e82f420a031a172552020-11-25T02:52:59ZengFrontiers Media S.A.Frontiers in Education2504-284X2018-01-01310.3389/feduc.2018.00001318797Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal OrientationsXinpei Xu0David Dai1Ming Liu2Ciping Deng3Shanghai Key Laboratory of Brain Functional Genomics, School of Psychology and Cognitive Science, East China Normal University, Shanghai, ChinaDepartment of Educational and Counseling Psychology, University at Albany (SUNY), Albany, NY, United StatesDepartment of Special Education, Faculty of Education, East China Normal University, Shanghai, ChinaShanghai Key Laboratory of Brain Functional Genomics, School of Psychology and Cognitive Science, East China Normal University, Shanghai, ChinaWe investigated whether and how adolescents’ perceived parental psychological control and autonomy support influence their maladaptive academic functioning through their achievement goal orientations. Participants were 845 tenth-grade students (447 boys, Mage = 15.20 ± 0.54 years; 398 girls, Mage = 15.13 ± 0.47 years) in China. Data were collected on their reported achievement goal orientations, perceived parental psychological control and autonomy support, and academic-related beliefs, strategies, and behaviors. Bootstrapping with resampling strategies was used for testing multiple mediators’ model and examining mediation effect. Results indicated that, compared with girls, adolescent boys perceived higher parental psychological control. Moreover, we found distinct effects of parental psychological control and autonomy support on adolescents’ maladaptive academic functioning through achievement goal orientations. Specifically, parental psychological control led to adolescents’ maladaptive academic functioning, mainly through adolescents’ performance-approach goal orientation (PAP) (0.06, BC 95% CI [0.03, 0.09]) and performance-avoidance goal orientation (PAV) (0.02, BC 95% CI [0.01, 0.03]) rather than mastery goal orientation (MAS) (−0.00, BC 95% CI [−0.01, 0.01]); while parental autonomy support reduced adolescents’ maladaptive academic functioning, mainly through their MAS (−0.02, BC 95% CI [0.11, 0.19]) rather than PAP (0.01, BC 95% CI [−0.01, 0.03]) and PAV (0.01, BC 95% CI [−0.01, 0.02]). The results suggest that adolescents will benefit from parents ameliorating maladaptive academic functioning through fostering MASs and be harmed from parents facilitating maladaptive academic functioning through enhancing performance-approach and PAVs.http://journal.frontiersin.org/article/10.3389/feduc.2018.00001/fullpsychological controlautonomy supportachievement goal orientationacademic functioningmediating effects |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Xinpei Xu David Dai Ming Liu Ciping Deng |
spellingShingle |
Xinpei Xu David Dai Ming Liu Ciping Deng Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations Frontiers in Education psychological control autonomy support achievement goal orientation academic functioning mediating effects |
author_facet |
Xinpei Xu David Dai Ming Liu Ciping Deng |
author_sort |
Xinpei Xu |
title |
Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations |
title_short |
Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations |
title_full |
Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations |
title_fullStr |
Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations |
title_full_unstemmed |
Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations |
title_sort |
relations between parenting and adolescents’ academic functioning: the mediating role of achievement goal orientations |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Education |
issn |
2504-284X |
publishDate |
2018-01-01 |
description |
We investigated whether and how adolescents’ perceived parental psychological control and autonomy support influence their maladaptive academic functioning through their achievement goal orientations. Participants were 845 tenth-grade students (447 boys, Mage = 15.20 ± 0.54 years; 398 girls, Mage = 15.13 ± 0.47 years) in China. Data were collected on their reported achievement goal orientations, perceived parental psychological control and autonomy support, and academic-related beliefs, strategies, and behaviors. Bootstrapping with resampling strategies was used for testing multiple mediators’ model and examining mediation effect. Results indicated that, compared with girls, adolescent boys perceived higher parental psychological control. Moreover, we found distinct effects of parental psychological control and autonomy support on adolescents’ maladaptive academic functioning through achievement goal orientations. Specifically, parental psychological control led to adolescents’ maladaptive academic functioning, mainly through adolescents’ performance-approach goal orientation (PAP) (0.06, BC 95% CI [0.03, 0.09]) and performance-avoidance goal orientation (PAV) (0.02, BC 95% CI [0.01, 0.03]) rather than mastery goal orientation (MAS) (−0.00, BC 95% CI [−0.01, 0.01]); while parental autonomy support reduced adolescents’ maladaptive academic functioning, mainly through their MAS (−0.02, BC 95% CI [0.11, 0.19]) rather than PAP (0.01, BC 95% CI [−0.01, 0.03]) and PAV (0.01, BC 95% CI [−0.01, 0.02]). The results suggest that adolescents will benefit from parents ameliorating maladaptive academic functioning through fostering MASs and be harmed from parents facilitating maladaptive academic functioning through enhancing performance-approach and PAVs. |
topic |
psychological control autonomy support achievement goal orientation academic functioning mediating effects |
url |
http://journal.frontiersin.org/article/10.3389/feduc.2018.00001/full |
work_keys_str_mv |
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