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ERIC Number: EJ783208
Record Type: Journal
Publication Date: 2008
Pages: 27
Abstractor: Author
Reference Count: 73
ISSN: ISSN-0022-0973
Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating
Bong, Mimi
Journal of Experimental Education, v76 n2 p191-217 Win 2008
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. (Contains 3 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea