Abstract
The study applied structural equation modeling to examine the predicted relationships among perceived parent goals, parents' literacy involvement at home, students' personal goals, maladaptive behaviors, and achievement for elementary school students learning English as a foreign language (EFL) in Taiwan. The results indicated: (1) parents' literacy involvement positively predicted students' mastery goals (MGs) and performance-approach goals (PAGs) but negatively predicted approach-avoidance goals (PAVs); (2) perceived parent performance goals were positively related to MGs and PAGs, whereas perceived parent mastery goals negatively predicted PAGs; (3) the predicted relations between PAGs and cheating, disruption, and help-avoidance were all negative, but MGs negatively predicted cheating and help-avoidance; and (4) cheating and help-avoidance were negatively related to English learning achievement. Parents' literacy involvement was a stronger predictor of students' goals than perceived parent goals. EFL elementary school students may be encouraged to adopt PAGs and MGs that are adaptive for English learning outcomes.
| Original language | English |
|---|---|
| Pages (from-to) | 205-210 |
| Number of pages | 6 |
| Journal | Learning and Individual Differences |
| Volume | 39 |
| DOIs | |
| Publication status | Published - 2014 Sep 25 |
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All Science Journal Classification (ASJC) codes
- Social Psychology
- Education
- Developmental and Educational Psychology
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Parental involvement and elementary school students' goals, maladaptive behaviors, and achievement in learning English as a foreign language. / He, Tung hsien; Gou, Wen Johnny; Chang, Shan mao.
In: Learning and Individual Differences, Vol. 39, 25.09.2014, p. 205-210.Research output: Contribution to journal › Article
TY - JOUR
T1 - Parental involvement and elementary school students' goals, maladaptive behaviors, and achievement in learning English as a foreign language
AU - He, Tung hsien
AU - Gou, Wen Johnny
AU - Chang, Shan mao
PY - 2014/9/25
Y1 - 2014/9/25
N2 - The study applied structural equation modeling to examine the predicted relationships among perceived parent goals, parents' literacy involvement at home, students' personal goals, maladaptive behaviors, and achievement for elementary school students learning English as a foreign language (EFL) in Taiwan. The results indicated: (1) parents' literacy involvement positively predicted students' mastery goals (MGs) and performance-approach goals (PAGs) but negatively predicted approach-avoidance goals (PAVs); (2) perceived parent performance goals were positively related to MGs and PAGs, whereas perceived parent mastery goals negatively predicted PAGs; (3) the predicted relations between PAGs and cheating, disruption, and help-avoidance were all negative, but MGs negatively predicted cheating and help-avoidance; and (4) cheating and help-avoidance were negatively related to English learning achievement. Parents' literacy involvement was a stronger predictor of students' goals than perceived parent goals. EFL elementary school students may be encouraged to adopt PAGs and MGs that are adaptive for English learning outcomes.
AB - The study applied structural equation modeling to examine the predicted relationships among perceived parent goals, parents' literacy involvement at home, students' personal goals, maladaptive behaviors, and achievement for elementary school students learning English as a foreign language (EFL) in Taiwan. The results indicated: (1) parents' literacy involvement positively predicted students' mastery goals (MGs) and performance-approach goals (PAGs) but negatively predicted approach-avoidance goals (PAVs); (2) perceived parent performance goals were positively related to MGs and PAGs, whereas perceived parent mastery goals negatively predicted PAGs; (3) the predicted relations between PAGs and cheating, disruption, and help-avoidance were all negative, but MGs negatively predicted cheating and help-avoidance; and (4) cheating and help-avoidance were negatively related to English learning achievement. Parents' literacy involvement was a stronger predictor of students' goals than perceived parent goals. EFL elementary school students may be encouraged to adopt PAGs and MGs that are adaptive for English learning outcomes.
UR - http://www.scopus.com/inward/record.url?scp=84955216925&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84955216925&partnerID=8YFLogxK
U2 - 10.1016/j.lindif.2015.03.011
DO - 10.1016/j.lindif.2015.03.011
M3 - Article
AN - SCOPUS:84955216925
VL - 39
SP - 205
EP - 210
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
ER -