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Influence of parental academic involvement on the achievement goal orientations of high school students in China: A latent growth model study
Author(s) -
Xu Xinpei,
Xu Gangmin,
Liu Ming,
Deng Ciping
Publication year - 2020
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12326
Subject(s) - psychology , goal orientation , developmental psychology , future orientation , orientation (vector space) , mastery learning , academic achievement , china , parenting styles , social psychology , mathematics education , mathematics , geometry , political science , law
Background Many studies on parental involvement in their children’s education have limitations in cross‐sectional designs in spite of examining the relationships between this involvement and achievement goal orientations. Thus, little is known about whether and how parental involvement affects achievement goal orientations over time. Aims This study examines the influence of parental involvement on achievement goal orientations among Chinese high school students. Sample The participants included 741 high school students (367 girls; M age = 15.51 years, SD = .46) in China. Methods The data were collected in five waves with a 6‐month interval, starting in the autumn of tenth grade and ending in the autumn of twelfth grade. In each wave, participants reported their perceived degree of parental involvement, mastery goal orientation, performance‐approach goal orientation and performance‐avoidance goal orientation. Results Over time, a decline was seen in these high school students’ perceived level of parental involvement and mastery goal orientation, while an increase in their performance‐approach goal orientation and stability in terms of their performance‐avoidance goal orientation were found. In addition, the results indicated that the level of and changes in parental involvement had significant effects on the changes in mastery goal orientation, and were unrelated to those of two performance goal orientations. Conclusions These findings evidence the dynamic nature of parental involvement and students’ achievement goal orientations, as well as the positive influence of such involvement on the endorsement and development of mastery goal orientation, while this was not the case for the other two performance goal orientations.