Please use this identifier to cite or link to this item:
Parental behaviors
Achievement goals
Issue Date: 
Luo, W., Aye, K. M., Hogan, D., Kaur, B., & Chan, M. C. Y. (2013). Parenting behaviors and learning of Singapore students: The mediational role of achievement goals. Motivation and Emotion, 37(2), 274-285.
This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of 1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study. We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence, and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context of Singapore.
This is the final draft, after peer-review, of a manuscript published in Motivation and Emotion. The published version is available online at
0146-7239 (print)
1573-6644 (online)
Other Identifiers: 
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
ME-37-2-274.pdf225.27 kBAdobe PDFView/Open
Show full item record

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.