Effects of parent-child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating
- Authors
- Bong, Mimi
- Issue Date
- 2008
- Publisher
- ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
- Keywords
- adolescence; cheating; goal theory; motivation; self-efficacy; social context; structural equation modeling
- Citation
- JOURNAL OF EXPERIMENTAL EDUCATION, v.76, no.2, pp.191 - 217
- Indexed
- SCIE
SCOPUS
- Journal Title
- JOURNAL OF EXPERIMENTAL EDUCATION
- Volume
- 76
- Number
- 2
- Start Page
- 191
- End Page
- 217
- URI
- https://scholar.korea.ac.kr/handle/2021.sw.korea/125638
- DOI
- 10.3200/JEXE.76.2.191-217
- ISSN
- 0022-0973
- Abstract
- The author examined predictive relations among South Korean high school students' (N = 753) perceptions of their social-psychological environments, personal motivational beliefs, and academic behavior in math. Students' perceptions of their both classroom mastery and performance goal structures predicted their personal mastery goals. Perceptions of parent-child relationships and a classroom performance-goal structure predicted performance-approach and performance-avoidance goals. Students' personal motivational beliefs functioned as mediators between their perceptions of social-psychological contexts and their academic behavior. Perceptions of parental support, conflict with parents, and a classroom performance-goal structure were common direct and indirect predictors of help-seeking avoidance and cheating via personal performance-approach and performance-avoidance goals, respectively. Self-efficacy mediated all relations between contextual perceptions and academic behavior.
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Collections - College of Education > Department of Education > 1. Journal Articles
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