Parental involvement and elementary school students' goals, maladaptive behaviors, and achievement in learning English as a foreign language

Tung hsien He, Wen Johnny Gou, Shan mao Chang

Research output: Contribution to journalArticle

7 Citations (Scopus)

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 languageEnglish
Pages (from-to)205-210
Number of pages6
JournalLearning and Individual Differences
Volume39
DOIs
Publication statusPublished - 2014 Sep 25

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foreign language
elementary school
parents
Language
Learning
Students
learning
performance
student
literacy
Parents
Taiwan

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Developmental and Educational Psychology

Cite this

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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.",
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