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Details van artikel 5 van 8 gevonden artikelen
| Titel: |
Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement |
| Auteur: |
Boon, Helen Joanna |
| Verschenen in: |
Australian psychologist |
| Paginering: | Jaargang 42 (2007) nr. 3 pagina's 212-225 |
| Jaar: |
2007-09 |
| Inhoud: |
The achievement goals and parenting of a sample of 879 grade 8 - 10 Australian students were examined to distinguish differences between low- and high-achieving students. Structural equation modelling was used to test a theoretical model linking parental warmth and strictness/supervision via mastery goals, self-efficacy, and self-handicapping to achievement. Results validated and extended previous findings concerning achievement goal theory, self-efficacy, self-handicapping and parenting style, supporting the role of self-efficacy in mediating the effects of parental style through a mastery goal orientation to achievement. Low achievement was significantly linked to neglectful parenting perceptions, higher self-handicapping and lower mastery goals and self-efficacy. An authoritative parenting style was found to predict higher achievement via enhanced mastery goals and self-efficacy while protecting against self-handicapping. |
| Uitgever: |
Taylor & Francis |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
Details van artikel 5 van 8 gevonden artikelen
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