Abstract
ABSTRACT This study examined the role of perceived classroom goal structures and parent’s goals in predicting students’ achievement goals, engagement and achievement. Mastery goals were predicted by both classroom and parents’ mastery goals. Both performance-approach goals and performance-avoidance goals were predicted by both classroom and parents’ performance goals. Mastery goals had positive impacts on academic engagement and achievement, but performance-avoidance goals had negative impacts. The impacts of performance-approach goals were not significant. Classroom and parents’ mastery goals had indirect positive effects on academic engagement and achievement through mastery goals. Parents’ performance goals had indirect negative effects through performance-avoidance goals.
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