Academic Goals, Parenting Styles, and Their Relationship to Learning Strategies in Compulsory Secondary Education

Autor/inn/en	Suarez-Valenzuela, Sara; Suárez Riveiro, José Manuel
Titel	Academic Goals, Parenting Styles, and Their Relationship to Learning Strategies in Compulsory Secondary Education
Quelle	In: Electronic Journal of Research in Educational Psychology, 20 (2022) 56, S.69-92 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Parenting Styles; Learning Strategies; Secondary School Students; Correlation; Academic Achievement; Student Motivation; Goal Orientation; Academic Aspiration; Student Attitudes; Authoritarianism; Metacognition; Cognitive Processes; Profiles; Self Concept; Foreign Countries; Questionnaires; Parent Child Relationship; Spain; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sekundarschüler; Korrelation; Schulleistung; Schulische Motivation; Zielorientierung; Zielvorstellung; Schülerverhalten; Autoritarismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Charakterisierung; Profilanalyse; Selbstkonzept; Ausland; Fragebogen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Spanien
Abstract	Introduction: Numerous researchers have shown the many benefits of academic motivation in educational processes, both at school and at home. Adequate acquisition and development of learning strategies during compulsory secondary education is key to future academic success. The aim of this paper is to explore how academic goals and parenting styles relate to learning strategies in secondary school students. Method: For this purpose, three questionnaires were administered to a sample of 358 students enrolled in 7th through 10th grades, their ages ranging from 11 to 17 years. Results: Statistically significant differences stand out in the highest level of Task goal and in the authoritative parenting style, in terms of cognitive, metacognitive and resource management strategies. This indicates the strategic-motivational superiority of a learning orientation and family styles that balance affect and control. Discussion and conclusions: The most strategic family-motivational profile corresponds to a learning goal orientation (performance orientation to a lesser degree), in combination with an authoritative parenting style (authoritarian in second place), taking into account the negative influence of ego self-protection and task avoidance. Finally, we offer conclusions needed for future studies in this line of research. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01