engleski

The role of parenting behavior, parent goal orientations and student goal orientations in experiencing learning-related emotions and academic achievement

The aim of this study was to examine the effects of students’ achievement goal orientations on their achievement emotions and achievement, as well as to examine the mediational role of students’ achievement goal orientations between perceived parenting behavior and parent goals on these learning outcomes. The self-report questionnaires were administered in a sample of 208 high school students. Separate path analyses examining the hypothesized role of students’ achievement goal orientations as mediators of the effects of parenting behavior and parent goals on each outcome variable were conducted. Students’ mastery goal orientation mediated the beneficial effects of parental support and parent mastery goal on activity emotions (enjoyment, boredom) as well as on achievement. Psychological and behavioral control exerted an indirect effect mediated by parent performance goal on students’ performance goal orientation which further mediated theirs effects on outcome emotions (pride, anxiety). Students’ work avoidance goal endorsement mediated the effects of psychological and behavioral control on all the examined achievement emotions and proved to be a maladaptive achievement goal orientation. These findings suggest that there is a need for further research on the role of family environment in adolescents’ achievement goal adoption, learning and achievement.

parenting behavior ; achievement goal orientations ; achievement emotions ; academic achievement ; adolescents

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