Abstract:

Achievement goals have important effects on various educational outcomes. Numerous studies have examined school factors as antecedents of achievement goals, while less attention has been paid to family factors. A small body of research linked parental involvement with student motivation, however, most studies examined parental involvement in a fragmented way. Moreover, few studies considered possible moderators in the relationship between parental involvement and achievement goals. Thus, the current study explored the effects of parental involvement on students’ achievement goals within an integrated framework (i.e. home-based involvement, school-based involvement, academic socialization), and whether the relationship would be moderated by perceived parenting style (i.e. parental autonomy support versus parental control). This study also explored age difference in the above relationship, in order to further reveal the effects of parental involvement among different age groups. Participants were 2038 students from 9 schools in Beijing, among which, 625 were elementary students, 637 were junior high school students, and 776 were senior high school students. Three questionnaires were administered during a 45-minute class period: Achievement Goals Questionnaire (mastery goal, performance-approach goal, and performance-avoidance goal), Parental Involvement Questionnaire (home-based involvement, school-based involvement, and academic socialization), and Parental Autonomy Support/ Control Scale. All data were analyzed using SPSS 20.0. A set of hierarchical regression analysis were conducted, with student gender and socio-economic status being controlled. Results showed that: (1) Different aspects of parental involvement had differential effects on achievement goals. Generally, academic socialization positively predicted all three achievement goals (β ranging from .10 to .27), home-based involvement positively predicted performance-avoidance goals (β ranging from .10 to .18), and school-based involvement positively predicted mastery goals (β ranging from .15 to .18). (2) There were age differences in the relationship between parental involvement and achievement goals. For junior and senior high school students, academic socialization positively predicted performance-avoidance goals (β = .14 and .11,ps< .01 ), and school-based involvement negatively predicted performance-avoidance goals (β = -.12 and -.11,ps< .05). However, these relationships were not significant for elementary students. Also, home-based involvement positively predicted elementary, but not middle school students’ performance-approach goals (β = .10, p < .05). (3) Parenting style moderated the relationship between parental involvement and achievement goals. Overall, autonomy supportive style strengthened the relationship between parental and mastery goals, while controlling style strengthened the relationship between parental involvement and performance goals. Specifically, under high parental control, academic socialization (β = .09, p < .05) and home-based involvement (β = -.13, p < .001) had greater positive effects on elementary students’ performance-approach goals. Also, academic socialization had greater positive effect on junior high students’ performance-avoidance goals (β = -.14, p < .01). When parental autonomy support was high, home-based involvement had greater positive effect on senior high students’ mastery goals (β = .15, p < .01). This study contributes to the literature by examining the effects of parental involvement on students’ achievements goals within an integrated framework, and by considering the moderating role of parenting style, as well as age differences. These results also have practical implications. Aside from emphasizing the importance of education to their children, parents should actively communicate with the school. At home, parents should provide an autonomy-supportive learning environment, and give children sufficient mental support, instead of focusing solely on academic achievements or social comparison.

摘要：

本研究通过调查2038名中小学生，考察不同方面的家长投入（学业社会化、基于家庭的投入、基于学校的投入）与子女成就目标的关系，以及教养风格（自主支持/控制）在其中的调节作用。结果表明，学业社会化正向预测三种成就目标，基于家庭的投入正向预测成绩回避目标，基于学校的投入正向预测掌握目标；自主支持的教养风格增强了家长投入与掌握目标的关系，控制的教养风格增强了家长投入与成绩目标的关系；结果存在一定的年龄差异。