ERIC Number: EJ1069469
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 24
A Model of Parental Achievement-Oriented Psychological Control in Academically Gifted Students
Garn, Alex C.; Jolly, Jennifer L.
High Ability Studies, v26 n1 p105-116 2015
This study investigated achievement-oriented parent socialization as it pertains to school avoidance in a sample of gifted students. A serial mediation model examining relationships among parental achievement-oriented psychological control (APC), fear of academic failure, academic amotivation, and school avoidance was tested. The sample included 230 gifted youth (M[subscript age] = 13.36; SD = 1.67) involved in summer programming. After factor structure and internal consistency of the instruments were confirmed, separate mediation models were analyzed for mother and father psychological control. In both models, bootstrap evidence supported the indirect relationship between parental APC and school avoidance (R[superscript 2] = 0.29 mother/0.29 father) through fear of academic failure (R[superscript 2] = 0.18/0.17) and academic amotivation (R[superscript 2] = 0.10/0.08). Many researchers of parental socialization and motivation focus on the brighter side of being gifted. Findings of this study follow a darker path of controlling socialization and avoidance-based psychological constructs that create problems in a subset of gifted students.
Descriptors: Academically Gifted, Parent Attitudes, Psychological Patterns, Expectation, Goal Orientation, Academic Achievement, Academic Failure, Motivation, Summer Programs, Mothers, Fathers, Socialization, Fear, Correlation, Student Behavior, Regression (Statistics), Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A