Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating

Autor/in	Bong, Mimi
Titel	Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating
Quelle	In: Journal of Experimental Education, 76 (2008) 2, S.191-217 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
Schlagwörter	Student Attitudes; Cheating; Self Efficacy; Academic Achievement; Parent Child Relationship; Help Seeking; Goal Orientation; Student Motivation; Predictor Variables; Foreign Countries; High School Students; Educational Environment; Mathematics Achievement; Parent Influence; Context Effect; Social Influences; Psychological Patterns; Classroom Environment; Academic Aspiration; Hypothesis Testing; South Korea + Suchen Sie Ihr Suchwort? Schülerverhalten; Prellen; Self-efficacy; Selbstwirksamkeit; Schulleistung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zielorientierung; Zielvorstellung; Schulische Motivation; Prädiktor; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozialer Einfluss; Klassenklima; Unterrichtsklima; Hypothesenprüfung; Hypothesentest; Korea; Republik
Abstract	The author examined predictive relations among South Korean high school students' (N = 753) perceptions of their social-psychological environments, personal motivational beliefs, and academic behavior in math. Students' perceptions of their both classroom mastery and performance goal structures predicted their personal mastery goals. Perceptions of parent-child relationships and a classroom performance-goal structure predicted performance-approach and performance-avoidance goals. Students' personal motivational beliefs functioned as mediators between their perceptions of social-psychological contexts and their academic behavior. Perceptions of parental support, conflict with parents, and a classroom performance-goal structure were common direct and indirect predictors of help-seeking avoidance and cheating via personal performance-approach and performance-avoidance goals, respectively. Self-efficacy mediated all relations between contextual perceptions and academic behavior. (Contains 3 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10