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Parental Involvement as a Predictor of School Success: The Mediating Role of Achievement Goals

This study examines the relationship between parental involvement and academic success, specifically focusing on the mediating role of achievement goals. It explores different qualities of parental involvement, such as monitoring and supportive behaviors, and their impact on mastery, performance-approach, and performance-avoidance goals. The study also analyzes the influence of parental support and monitoring on these achievement goals and their subsequent effects on academic outcomes. The findings highlight the importance of a supportive parenting style and its positive impact on academic success.

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Parental Involvement as a Predictor of School Success: The Mediating Role of Achievement Goals

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  1. Parental Involvement as a Predictor of School Success: Examining the Mediating Role of Achievement Goals Katie Read Hanover College

  2. At a Glance • Parental involvement predicts academic success • Parental involvement activities • (Steinberg, Lamborn, Dornbusch, & Darling, 1992) • But why? • What mediates this relationship?

  3. Nature of Parental Involvement • Different qualities of parental involvement • Régner, Loose, & Dumas (2009) • Monitoring • (e.g., parent hovers over child, evaluates, controls) • Supportive • (e.g., parent assists child, provides encouragement, guides)

  4. Supportive vs. Monitoring Involvement • Supportive, rather than monitoring, contributes more to better academic success • (Grolnick & Ryan, 1989) • Supportive is a form of authoritative parenting style • High levels of warmth, moderate levels of control • Monitoring is a form of authoritarian parenting style • Low levels of warmth, high levels of control

  5. Achievement Goals • Mastery • Focus on process of learning • Performance • Focus on outcome of learning • Performance-Approach • Get that A • Performance-Avoidance • Don’t fail • (Gonzalez, Doan Holbein, & Quilter, 2002)

  6. Linking Achievement Goals and Academic Success • Mastery → positive outcomes • (e.g., intrinsic motivation, increased persistence, better exam performance) • Performance-Avoidance → negative outcomes • (e.g., lack of effort) • Performance-Approach → positive or negative outcomes • (Elliot, McGregor, & Gable, 1999)

  7. Linking Parental Involvement and Achievement Goals • Parental support → mastery • Parental monitoring → performance-approach and mastery • (Régner, Loose, & Dumas, 2009)

  8. Hypotheses • Parental support → Mastery → positive academic outcomes • Parental monitoring → Performance-Avoidance → negative academic outcomes

  9. Participants • 77 fourth grade students from three elementary schools • Due to not receiving grades, one was thrown out • 47 females and 29 males • E.O. Muncie, Southwestern, Maplewood • 66 moms and 53 dads, 33 other • 49 with mom and dad

  10. Measures • Parental Involvement • (Régner, Loose, & Dumas, 2009) • Monitoring (e.g., She/He checks to see if I have done my homework ) • α=.73 • Supportive (e.g., She/He talks to me about my academic problems) • α=.75

  11. Measures cont. • Achievement Goals • (Midgley et al., 2000) • Mastery (e.g., It’s important to me to learn a lot of new concepts this year) • α=.85 • Performance-Approach (e.g., It’s important to me that other students in my class think I am good at my class work) • α=.89 • Performance-Avoidance (e.g., It’s important to me that I don’t look stupid in class) • α=.74

  12. Procedure • Informed consent to the parents/ informed assent to the child • Packet of surveys • Step by step process • Encouraged honest answers • Go back and check work • Collected work, thanked, and sent back to class

  13. Reliability • Parental Involvement • Monitoring • α=.826 (mom) α=.921 (dad) • α=.75 (researcher’s) • Supportive • α=.534 (mom) α=.799 (dad) • α=.73 (researcher’s)

  14. Reliability • Achievement Goals • Mastery • α=.852 • α=.85 (researcher’s) • Performance-Approach • α=.874 • α=.89 (researcher’s) • Performance-Avoidance • α=.767 • α=.74 (researcher’s)

  15. Data Analysis • Maximum score for mom/dad support =parental support • Maximum score for mom/dad monitor=parental monitor • Average score for mastery=mastery goal • Average score for performance avoidance=performance-avoidance goal • Letter grades transformed to GPA, then averaged=school success

  16. Mediational Analysis Achievement Goal Orientations 2 3 Parental Involvement School Success 1 4

  17. Results: Monitor & Performance-Avoidance Girls Boys Performance-Avoidance Goal Performance-Avoidance Goal Parental Monitor .23 Success Parental Monitor -.18 Success

  18. Results: Support & Mastery Girls Boys Mastery Goal Mastery Goal .31* .25 Parental Support .30* Success Parental Support .26 Success .23

  19. Results (Girls): Support & Mastery Dad Mom Mastery Goal Mastery Goal .51* .21 Parental Support .23 Success Parental Support .36* Success .25

  20. What does this mean? • Mothers, who are supportive, influence girl’s mastery goal orientations, which influences girls’ school success • Authoritative mothers hold nontraditional attitudes about gender, which influences their daughters’ attitudes • (Carine & Jan, 1998)

  21. What about the boys? • Perhaps not academic parental involvement, but athletic involvement • (Kanters, Bocarro, & Casper, 2008)

  22. Discussion • Limitations • Population (rural vs. urban) • Only measured academic parental involvement • Future Direction • Measure other types of parental involvement (i.e., athletics, social) • Other mediators (i.e., cognitively stimulating activities)

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