The Relation Between Perceived Parenting Practices and Achievement Motivation in Mathematics

Ana-Lisa Gonzalez · Christopher A. Wolters

99 citations0/0 files storedJournal of Research in Childhood Education

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Abstract

In this study, perceived parenting styles and parental involvement were examined to determine if they predicted student motivation. The two views of motivation examined included achievement goal theory and self-determination theory. Algebra I students (N = 140) in a Southeast Texas public high school completed self-report surveys. Multivariate analyses indicated that perceived authoritative parenting was positively related to both a mastery goal orientation and higher relative autonomy. Permissive parenting was negatively related to a mastery orientation and positively related to a performance approach orientation. Authoritarian parenting was positively related to a performance approach orientation only. Also, behavioral involvement was positively related to both a performance approach and performance avoidance goal orientation. Generally, future research should include measures that are specific to the beliefs and attitudes of adolescents and that address more specific aspects of parenting styles.

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References

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2012Parenting behaviors and learning of Singapore students: The mediational role of achievement goals 2018Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis 2013The Social Underpinnings of Motivation and Achievement: Investigating the Role of Parents, Teachers, and Peers on Academic Outcomes 2019Math Anxiety: The Relationship Between Parenting Style and Math Self-Efficacy 2017

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