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Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement
Article first published online: 2 FEB 2011
DOI: 10.1080/00050060701405584
2007 Australian Psychological Society
1742-9544/asset/cover.gif?v=1&s=d554b5b5e3e5dd27a858c09d3569fb314c5f6f23 "Australian Psychologist")
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How to Cite
BOON, H. J. (2007), Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement. Australian Psychologist, 42: 212–225. doi: 10.1080/00050060701405584
Publication History
- Issue published online: 2 FEB 2011
- Article first published online: 2 FEB 2011
- Abstract
- References
- Cited By
Abstract
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.