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Article: Perceived parental involvement influences students’ academic buoyancy and adaptability: the mediating roles of goal orientations

TitlePerceived parental involvement influences students’ academic buoyancy and adaptability: the mediating roles of goal orientations
Authors
Keywordsacademic buoyancy
adaptability
goal orientations
mathematics learning
parental involvement
Issue Date3-Aug-2023
PublisherFrontiers Media
Citation
Frontiers in Psychology, 2023, v. 14 How to Cite?
Abstract

Academic buoyancy and adaptability (i.e., student capacities to deal with difficulties and challenges in daily school lives and to make appropriate cognitive, behavioral as well as affective adjustments in interacting with new, uncertain, and/or changing situations, circumstances, and conditions) can help learners regulate and protect themselves in the failure-prone learning environment. This study examined how students’ perceptions of parental academic involvement and their goal orientations were related to their academic buoyancy and adaptability in mathematics learning. We recruited a sample of 1,164 Chinese junior high school students. Using structural equation modeling, the results indicated that after controlling for family socioeconomic status and gender, perceived parental involvement was positively related to the students’ academic buoyancy and adaptability. Furthermore, parental involvement was significantly associated with students’ mastery and performance-approach goal orientations, which further partially mediated the relationship between parental involvement and academic buoyancy and adaptability. However, the mediating role of a performance-avoidance goal orientation in this relationship was not significant. Findings highlight the important roles that parenting practices and individual achievement motivation play in the development of academic buoyancy and adaptability in the Chinese context. Future research directions and implications are discussed.


Persistent Identifierhttp://hdl.handle.net/10722/331640
ISSN
2023 Impact Factor: 2.6
2023 SCImago Journal Rankings: 0.800
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorChen, Mudan-
dc.contributor.authorMok, Ida Ah Chee-
dc.date.accessioned2023-09-21T06:57:36Z-
dc.date.available2023-09-21T06:57:36Z-
dc.date.issued2023-08-03-
dc.identifier.citationFrontiers in Psychology, 2023, v. 14-
dc.identifier.issn1664-1078-
dc.identifier.urihttp://hdl.handle.net/10722/331640-
dc.description.abstract<p>Academic buoyancy and adaptability (i.e., student capacities to deal with difficulties and challenges in daily school lives and to make appropriate cognitive, behavioral as well as affective adjustments in interacting with new, uncertain, and/or changing situations, circumstances, and conditions) can help learners regulate and protect themselves in the failure-prone learning environment. This study examined how students’ perceptions of parental academic involvement and their goal orientations were related to their academic buoyancy and adaptability in mathematics learning. We recruited a sample of 1,164 Chinese junior high school students. Using structural equation modeling, the results indicated that after controlling for family socioeconomic status and gender, perceived parental involvement was positively related to the students’ academic buoyancy and adaptability. Furthermore, parental involvement was significantly associated with students’ mastery and performance-approach goal orientations, which further partially mediated the relationship between parental involvement and academic buoyancy and adaptability. However, the mediating role of a performance-avoidance goal orientation in this relationship was not significant. Findings highlight the important roles that parenting practices and individual achievement motivation play in the development of academic buoyancy and adaptability in the Chinese context. Future research directions and implications are discussed.<br></p>-
dc.languageeng-
dc.publisherFrontiers Media-
dc.relation.ispartofFrontiers in Psychology-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectacademic buoyancy-
dc.subjectadaptability-
dc.subjectgoal orientations-
dc.subjectmathematics learning-
dc.subjectparental involvement-
dc.titlePerceived parental involvement influences students’ academic buoyancy and adaptability: the mediating roles of goal orientations-
dc.typeArticle-
dc.identifier.doi10.3389/fpsyg.2023.1248602-
dc.identifier.scopuseid_2-s2.0-85168281537-
dc.identifier.volume14-
dc.identifier.eissn1664-1078-
dc.identifier.isiWOS:001049454400001-
dc.identifier.issnl1664-1078-

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