Achievement Goals, Efficacy Beliefs and Coping Strategies in Mathematics: The Roles of Perceived Parent and Teacher Goal Emphases

Autor/inn/en	Friedel, Jeanne M.; Cortina, Kai S.; Turner, Julianne C.; Midgley, Carol
Titel	Achievement Goals, Efficacy Beliefs and Coping Strategies in Mathematics: The Roles of Perceived Parent and Teacher Goal Emphases
Quelle	In: Contemporary Educational Psychology, 32 (2007) 3, S.434-458 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2006.10.009
Schlagwörter	Parents; Self Efficacy; Coping; Student Motivation; Goal Orientation; Student Attitudes; Mathematics Achievement; Parent Attitudes; Teacher Attitudes; Predictor Variables; Correlation; Gender Differences; Ethnicity; Racial Differences + Suchen Sie Ihr Suchwort? Eltern; Self-efficacy; Selbstwirksamkeit; Bewältigung; Schulische Motivation; Zielorientierung; Zielvorstellung; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternverhalten; Lehrerverhalten; Prädiktor; Korrelation; Geschlechterkonflikt; Ethnizität; Rassenunterschied
Abstract	This study examines children's perceptions of the achievement goals parents and teachers emphasize for them in mathematics, and the relation of these goals to children's personal achievement goals, self-efficacy beliefs, and coping strategies. Results indicated that children's perceptions of both parent and teacher mastery and performance goal emphases predicted children's personal goals. Further, children's personal goals mediated the relation between perceived parent and teacher goal emphases and children's efficacy beliefs and coping strategies. Children's perceptions of parent and teacher emphasis on performance goals varied slightly by gender but not ethnic background, whereas variance across groups in perceptions of mastery emphases did not reach practical significance. Relations between goal perceptions, personal goals, efficacy and coping strategies also did not vary by gender or ethnic background. Implications for future research regarding the goals children perceive to be emphasized in home and school contexts, and their importance for children's adaptive beliefs and behaviors in mathematics, are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10