Parental Behaviors and Adolescents' Achievement Goals at the Beginning of Middle School: Emotional Problems as Potential Mediators

Autor/inn/en	Duchesne, Stephane; Ratelle, Catherine
Titel	Parental Behaviors and Adolescents' Achievement Goals at the Beginning of Middle School: Emotional Problems as Potential Mediators
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.497-507 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0019320
Schlagwörter	Middle School Students; Elementary School Students; Emotional Problems; Structural Equation Models; Parent Participation; Academic Achievement; Learning Strategies; Motivation; Early Adolescents; Parent School Relationship; Goal Orientation; Anxiety; Depression (Psychology); Grade 6; Grade 7; Parent Influence; Parenting Styles; Symptoms (Individual Disorders); Foreign Countries; Mastery Learning; Canada; Patterns of Adaptive Learning Survey; Childrens Depression Inventory; Childrens Manifest Anxiety Scale + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternmitwirkung; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; psychologische; Motivation (psychologisch); Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Zielorientierung; Zielvorstellung; Angst; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Psychiatrische Symptomatik; Ausland; Kanada
Abstract	Recent literature on the determinants of academic motivation has shown that parenting and emotions are central elements in understanding students' achievement goals. The authors of this study set out to examine the predictive relationship between parental behaviors during the last year of elementary school and adolescents' achievement goals at the end of their first year of middle school. Manifestations of anxiety and depression in Grade 6 were examined as explanatory mechanisms for this relationship. A total of 498 early adolescents participated in the study. The results of structural equation modeling analyses demonstrated that parental involvement predicted mastery goals, whereas parental control predicted performance goals among these adolescents. This relationship was mediated by the adolescents' symptoms of anxiety. These results underscore the need for educators and clinicians to consider parental behaviors and emotional problems among elementary school students when seeking to understand the behaviors and learning strategies adopted by these students in middle school. (Contains 2 tables, 1 figure, and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10