R. Badri Gargari; R. Ahmadian
Volume 18, Issue 2 , February 2012, , Pages 155-176
Abstract
Achievement goals have been described as cognitive representations of both children’s reasons for engaging in academic tasks and the standards that will be used to judge or evaluate their performance. Recent research on achievement motivation has focused on the effects ...
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Achievement goals have been described as cognitive representations of both children’s reasons for engaging in academic tasks and the standards that will be used to judge or evaluate their performance. Recent research on achievement motivation has focused on the effects of environmental factors affecting students’ motivational beliefs and goal tendencies. This research examines students’ perceptions of the achievement goals parents and teachers emphasize for them in academics, and the relation of these goals to students’ personal achievement goals and coping strategies. 250 students were selected through cluster random sampling method. The instruments employed in the study were Perceived Parent Goal Emphasis, Perceived Teacher Goal Emphasis, Academic Goal Orientation Questionnaire and the Academic Coping Inventory. Data were analyzed by AMOS software and through path analysis. Student’s performance-approach orientation was strongly predicted by perceived parental performance emphasis and perceived parental performance emphasis where as student’s mastery orientation was not significantly predicted by perceived teacher mastery emphasis. In addition, it was found that positive coping strategies are also substantially predicted by children’s mastery orientation and projective coping, denial, non-coping are positively predicted by children’s performance-approach orientation. Implications of this research for future research. Is that more attention should by Paid to the roles played by inner family processes on children’s perceived achievement goal and their adaptive beliefs and behaviors in schools, are discussed.
