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Liem, Gregory Arief D.
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Korean students have gained the international reputation of stellar academic achievement. However, they do not seem to have an emotionally positive learning experience due to the pressures to meet parental expectations. To understand the relationships among parental academic and social achievement goals, personal academic and social achievement goals, and achievement emotions, two studies of South Korean high school students were conducted. In Study 1 (N = 629), path analysis revealed that task-approach, self-approach, other-approach and social development goals were positive mediators, but task-avoidance, self-avoidance, and other-avoidance goals were negative mediators in the links between perceived parental academic and social achievement goals and achievement emotions. Social demonstration avoidance goals positively mediated the relationships of parental social performance goal to pride and anger while social demonstration-avoidance goal had no relationship with perceived parental achievement goals or achievement emotions. In study 2 (N = 586), latent profile analysis identified four groups of students differing in their personal academic and social achievement goals: Overall Moderate with High Social Development Goals, Low Academic Goals & Moderate Social Goals, Overall Moderate with High Self-Based, Other-Based &
Social Development Goals, and Overall High with Very High Self-based & Other-based Goals. Significant mean differences in perceived parental achievement goals as well as achievement emotions were found across these profiles. Theoretical contributions and practical implications ae discussed.
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LB1062.6 Kim
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Appears in Collections:Doctor in Education (Ed.D.)

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