Abstract
The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of parental and teacher academic socialization.
Résumé
L’objectif de cette étude était d’examiner si l’implication que les élèves perçoivent de la part de leurs parents et de leurs enseignants dans leur scolarité (implication perçue étudiée à travers ses deux principales dimensions: soutien et contrôle) influence le type de buts d’accomplissement qu’ils adoptent. Des collégiens français ont rempli deux questionnaires. Le premier mesurait leurs perceptions du soutien et du contrôle scolaires émanant de leurs parents et de leurs enseignants. Le second, trois mois plus tard, évaluait leurs buts d’accomplissement. Les analyses factorielles ont tout d’abord montré que les élèves font une nette distinction entre les deux composantes de l’implication parentale (soutien vs contrôle). A l’inverse, ils perçoivent l’implication de leurs enseignants comme relevant essentiellement du contrôle. Les analyses multi-niveaux ont indiqué que la perception qu’ont les élèves du soutien parental est positivement associée aux buts de maîtrise, mais n’est pas reliée aux buts de performance. Finalement, la perception qu’ils ont du contrôle scolaire (exercé aussi bien par leurs parents que par leurs enseignants) est associée aux buts de performance. Cette nouvelle contribution sur les antécédents des buts d’accomplissement en contexte académique confirme l’importance du rôle des parents et des enseignants dans la socialisation scolaire.
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Régner, I., Loose, F. & Dumas, F. Students’ perceptions of parental and teacher academic involvement: Consequences on achievement goals. Eur J Psychol Educ 24, 263–277 (2009). https://doi.org/10.1007/BF03173016
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DOI: https://doi.org/10.1007/BF03173016