International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2018, Vol. 13(4) 91-107

Effects of Parenting Style on Students' Achievement Goal Orientation: A Study on High School Students

İlker Kösterelioğlu

pp. 91 - 107   |  DOI: https://doi.org/10.29329/epasr.2018.178.5   |  Manu. Number: MANU-1806-01-0001.R1

Published online: December 28, 2018  |   Number of Views: 1936  |  Number of Download: 1487


Abstract

This study intends to determine the effects of parenting styles, as perceived by parents, on high school students’ achievement goal orientations. The study was conducted on 497 students and their parents selected via simple cluster sampling from public high schools of the Ministry of Education in Amasya, a city in Turkey. Data were collected by means of a personal information form prepared by the researcher, the Parents Attitude Scale (PAS) and the 2x2 Achievement Goal Orientation Scale. Data analysis includes multiple regression analysis, as well as descriptive statistics. Based on research findings, parenting styles perceived by parents can be listed as democratic, overprotective, permissive and authoritarian. Students’ achievement goal orientation follows the order of learning-approach, learning-avoidance, performance-approach and performance-avoidance. Another finding obtained in the study shows a positive and medium level relationship between parenting style and learning approach orientation and a positive and low level relationship between parenting style and learning avoidance orientation. Democratic and overprotective parenting styles were found to have the strongest and most significant impact on learning approach orientation whereas overprotective and permissive parenting styles had the most significant impact on learning avoidance orientation. Parenting style was found to have a low level positive relationship with performance approach and performance avoidance orientation. Analyses show that authoritarian and overprotective parenting styles had the most significant impact on both orientations.

Keywords: Parenting style, Achievement, Achievement goal orientation, High school students


How to Cite this Article?

APA 6th edition
Kosterelioglu, I. (2018). Effects of Parenting Style on Students' Achievement Goal Orientation: A Study on High School Students . Educational Policy Analysis and Strategic Research, 13(4), 91-107. doi: 10.29329/epasr.2018.178.5

Harvard
Kosterelioglu, I. (2018). Effects of Parenting Style on Students' Achievement Goal Orientation: A Study on High School Students . Educational Policy Analysis and Strategic Research, 13(4), pp. 91-107.

Chicago 16th edition
Kosterelioglu, Ilker (2018). "Effects of Parenting Style on Students' Achievement Goal Orientation: A Study on High School Students ". Educational Policy Analysis and Strategic Research 13 (4):91-107. doi:10.29329/epasr.2018.178.5.

References
  1. Akça R P, 2012. Ana- Babaların Çocuk Yetiştirmede Aşırı Koruyucu Olmaları. Akademik Bakış Dergisi 29: 1-13. Retrieved from http://www.akademikbakis.org/eskisite/29/02.htm [Google Scholar]
  2. Akın A, 2006. 2X2 Başarı Yönelimleri Ölçeği: Geçerlik ve Güvenirlik Çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi 12: 1-13. [Google Scholar]
  3. Aksaray S, 1992. Adölesanların Benlik İmajlarını Etkileyen Etmenlerden Anne-Baba Tutum Algısı. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi [Google Scholar]
  4. Alivernini, F., Manganelli, S. & Lucidi, F. (2018). Personal and Classroom Achievement Goals: Their Structures and Relationships. Journal of Psychoeducational Assessment, 36(4) 354–365. doi: 10.1177/0734282916679758. [Google Scholar] [Crossref] 
  5. Amabile T M, 1996. Creativity in Context. Boulder, CO: Westview. [Google Scholar]
  6. Ames C, 1992. Classrooms Goals Structures and Student Motivation. Journal of Educational Psychology, 84(3): 261-271. doi:10.1037/0022-0663.84.3.261 [Google Scholar] [Crossref] 
  7. Anderman E M, Griesinger T, Westerfield G, 1998. Motivation and cheating during early adolescence. Journal of Educational Psychology, 90: 1–9. [Google Scholar]
  8. Baumrind D, 1973. The development of instrumental competence through socialization. In A. Pick (Ed.), Minnesota Symposium on Child Psychology (vol. 7, pp. 3-46). Minneapolis: University of Minnesota Press. [Google Scholar]
  9. Baumrind D, 1991. Effective parenting during the early adolescent transition. In P. A. Cowan & E. M. Hetherington (Ed), Advances in family research (Vol. 2). Hillsdale, NJ: Erlbaum. [Google Scholar]
  10. Baumrind D, Larzelere R E, Owens E B, 2010. Effects of Preschool Parents' Power Assertive Patterns and Practices on Adolescent Development. Science and Practice, 10(3): 157-201. doi:10.1080/15295190903290790 [Google Scholar] [Crossref] 
  11. Berends M, 2006.  Survey Research Methods in Educational Research.  In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods for research in education (pp. 623-640).  Mahwah, NJ:  Lawrence Erlbaum Associates. [Google Scholar]
  12. Çağdaş A, Seçer Z, 2006. Anne Baba Eğitimi. Ankara: Kök Yayıncılık. [Google Scholar]
  13. Demir E K, Şendil G, 2008. Ebeveyn Tutum Ölçeği (ETÖ). Türk Psikoloji Yazıları, 11(21): 15-25. Retrieved from http://www.turkpsikolojidergisi.com/PDF/TPY/21/15-25.pdf [Google Scholar]
  14. Dweck C S, Leggett E L, 1988). A Social-cognitive approach to motivation and personality, Psychological Review, 95(2): 256-273. doi.org/10.1037/0033-295X.95.2.256 [Google Scholar]
  15. Ekşi A, 1990. Çocuk, genç, ana-babalar. İstanbul: Bilgi Yayınevi [Google Scholar]
  16. Elliot A J, McGregor H A, 2001. A 2x2 achievement goal framework. Journal of Personality and Social Psychology 80(3): 501-519. doi:10.1037///0022-3514.80.3.501 [Google Scholar] [Crossref] 
  17. Gander M J, Gardiner, H W, 1995. Çocuk ve ergen gelişimi. Bekir Onur (Ed), (p. 487). İstanbul: İmge Kitabevi.  [Google Scholar]
  18. Gonzalez A R, Holbein M F D, Quilter S, 2002. High school students‟ goal orientations and their relationship to perceived parenting styles. Contemporary Educational Psychology 27(3): 450-470. [Google Scholar]
  19. Gonzalez A, Greenwood G, WenHsu J, 2001. Undergraduate students’ goal orientations and their relationship to perceived parenting styles. College Student Journal 35(2): 182-193. doi:10.5897/ERR2014.1789. [Google Scholar] [Crossref] 
  20. Greene B A, Miller R B, 1996. Influences on achievement: Goals, perceived ability, and cognitive engagement, Contemporary Educational Psychology 21(2): 181-192. doi:10.1006/ceps.1996.0015 [Google Scholar] [Crossref] 
  21. Gunderson, E. A., Donnellan, M. B., Robins, R. W. & Trzesniewski, K. H. (2018). The specificity of parenting effects: Differential relations of parent praise and criticism to children’s theories of intelligence and learning goals. Journal of Experimental Child Psychology,173, 116–135. doi:10.1016/j.jecp.2018.03.015. [Google Scholar] [Crossref] 
  22. Jagacinski C M, Duda J L, 2001. A comparative analysis of contemporary achievement goal orientation measures. Educational and Psychological Measurement 61: 1013-1039. doi:10.1177/00131640121971626 [Google Scholar] [Crossref] 
  23. Janet T. Y. Leung & Daniel T. L. Shek (2018). Family Processes and Adolescent Achievement Motivation in Poor Chinese Single-Mother Families. Journal of Family Issues, 39(9) 2523–2544. doi: 10.1177/0192513X18757827. [Google Scholar] [Crossref] 
  24. Kaplan A, Maehr M L, 2007. The contributions and prospects of goal orientation theory. Educational Psychology Review 19(2): 141–184. doi:10.1007/s10648-006-9012-5. [Google Scholar] [Crossref] 
  25. Kopko K, 2007.  Parenting styles and adolescents. Cornell Cooperative Extension, Retrieved from http://www.human.cornell.edu/pam/outreach/parenting/research/ upload/Parenting -20Styles-20and-20Adolescents.pdf [Google Scholar]
  26. Kordi A, Baharudin R, 2010. Parenting Attitude and Style and Its Effect on Children’s School Achievements. International Journal of Psychological Studies (2)2: 217-222. Retrieved from  www.ccsenet.org/ijps [Google Scholar]
  27. Lamborn S D, Mounts N S, Steinberg L, Dornbusch S, 1991. Patternce of competence and adjustment among adolecents from authoritative, authoritarian, indulgent and neglectful families. Child Development. 62: 1049-1065. Retrieved from  http://www.jstor.org/stable/1131151 [Google Scholar]
  28. Lerdpornkulrat T, Koul R, Sujivorakul C, 2012. Influence of perceived parenting styles on goal orientations and career aspirations of high school science students in Thailand. roceedings- Behavioral Science and Social Problems-010 4th International Conference on Humanities and Social Sciences April 21st , 2012 Faculty of Liberal Arts, Prince of Songkla University. [Google Scholar]
  29. Mahasneh A M, 2014. Investigation the realitionship between goal orientation and parenting styles among sample of Jordanian university students. Educational Research and Reviews 9(11): 320-325. doi:10.5897/ERR2014.1789. [Google Scholar] [Crossref] 
  30. Middleton M, Midgley C, 1997. Avoiding the demonstration of lack of ability: An underexplored aspect of goal orientation. Journal Educational Psychology 89: 710-718. doi: 10.1037/0022-0663.89.4.710. [Google Scholar] [Crossref] 
  31. Miller, A. L. & Neumeister, K. L. S. (2017). The Influence of Personality, Parenting Styles, and Perfectionism on Performance Goal Orientation in High Ability Students. Journal of Advanced Academics, 28(4) 313–344. doi: 10.1177/1932202X17730567. [Google Scholar] [Crossref] 
  32. Mital S B, 2011. The impact of maternal parenting style on achievement goals, academic performance, and personal interest in school among high school students. Unpublished PhD thesis. Fordam University. New York. Retrieved from http://fordham.bepress.com/dissertations/AAI3454820 [Google Scholar]
  33. Pajares F, Britner S L, Valiante G, 2000. Relation between achivement goals and self- beliefs of middle school student in writing and science, Contemporary Education Psychology 25(4): 406-422. doi:10.1006/ceps.1999.1027 [Google Scholar] [Crossref] 
  34. Pajares F, Cheong Y F, 2003. Achievement goal orientations in writing: A developmental perspective, International Journal of Educational Research, 39(4-5), 437–455. doi:10.1016/j.ijer.2004.06.008. [Google Scholar] [Crossref] 
  35. Pintrich P R, 2000. An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology 25: 92-104. [Google Scholar]
  36. Potter E F, Christine B, McCormick B A, 1994. Motivation in the writing classroom: Contributions of goal theory. The Annual Meeting of The American Educational Researsh Associtiona, 1-8. (New Orleans LA, April 4-8). Retrieved from http://files.eric.ed.gov/fulltext/ED377212.pdf [Google Scholar]
  37. Rivers, Jewrell Jr. (2006). The relationship between parenting style and academic achievement and the mediating influences of motivation, goal orientation and academic self-efficacy. The Florida State University DigiNole Commons, Electronic Theses, Treatises and Dissertations. Paper 1875. Retrieved from http://diginole.lib.fsu.edu/cgi/viewcontent.cgi? article=4441&context=etd [Google Scholar]
  38. Ryan R M, Stiller J, 1991. The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P.R. Pintrich & M. L. Maehr (Eds.). Advances In Motivation and achievement: 115-149, Grenwich, CT:JAI. [Google Scholar]
  39. Schunk D H, 1996. Self-efficacy for learning and performance, The Annual Conference of the American Educational Research Association, (New York, NY, April 8-12.) Retrieved from  http://files.eric.ed.gov/fulltext/ED394663.pdf [Google Scholar]
  40. Seginer, R. & Mahajna, S. (2018). Future orientation links perceived parenting and academic achievement: Gender differences among Muslim adolescents in Israel. Learning and Individual Differences, 67, 197–208. doi: 10.1016/j.lindif.2018.08.009.  [Google Scholar] [Crossref] 
  41. Steinberg L, 2001. We know some things: parent-adolescent relationships in retrospect and prospect. Journal of Research on Adolescence, 11(1),1-19.  Retrieved from http://www.comm.umn.edu/~akoerner/courses/4471-F12/Readings/Steinberg%202001.pdf [Google Scholar]
  42. Tanaka A, Ysmauchi H, 2001. A model for achievement motives, goal orientation, intrinsic interest and acedemic achievement. Psycholog. Reports 8, 123-135. [Google Scholar]
  43. Tuzcuoğlu N, Tuzcuoğlu S, 2007. Çocuğun cinsel eğitimi: Anne ben nasıl doğdum (4. Baskı). İstanbul:Morpa Kitabevi. [Google Scholar]
  44. Tuzgöl M, 1998. Ana-Baba Tutumları Farklı Lise Öğrencilerinin Saldırganlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi. [Google Scholar]
  45. Vural B, 2004. Öğrencilerin başarısı için, aile okul birlikteliği (2. Baskı). İstanbul:Hayat Yayınları. [Google Scholar]
  46. Williamson J B, Karp D A, Dalphin J R, 1977. The Research Craft: An Introduction to Social Science Methods. Boston: Little, Brown and Company. [Google Scholar]
  47. Xu, X., Dai, D., Liu, M. & Deng, C. (2018). Relations between Parenting and Adolescents’ Academic Functioning: The Mediating Role of Achievement Goal Orientations. Front. Educ. 3(1). doi: 10.3389/feduc.2018.00001. [Google Scholar] [Crossref] 
  48. Yavuzer H, 2000. Ana-baba ve çocuk (13. Baskı). İstanbul: Remzi Kitabevi [Google Scholar]
  49. Zong, X., Zhang, L. & Yao, M. (2018). Parental involvement and Chinese elementary students’ achievement goals: the moderating role of parenting style. Educational Studies, 44(3), 341-356, doi: 10.1080/03055698.2017.1373634.  [Google Scholar] [Crossref]