Abstract
Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.
Highlights
The study of the different types of academic goals has traditionally considered those of learning and performance
This work has two aims: on the one hand, to build an instrument for evaluating academic goals in the primary school stage and, the principal one, to determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents
In our research, we have focused on one dimension and our aim is, through a discriminant analysis, to analyze the relationships between the different types of goals and the ways to establish and require compliance with parental norms
Summary
The study of the different types of academic goals has traditionally considered those of learning and performance. There are pupils who make an effort because they want to get good marks, advance in their studies and appear clever to others, avoiding being seen as incompetent; in short, they wish to demonstrate their value and their capacity and look for positive evaluations of their accomplishment, so we are talking of performance goals, described as execution goals or ego-centered goals [1,2,3]. The resulting motivation usually pushes us to take risks in order to achieve the desired success or avoid certain situations
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