Academic Goals and Parental Control in Primary School Children
Abstract
:1. Introduction
1.1. Research and Academic Goals
1.2. Present Study
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.2.1. Scale of Norms and Demands Children’s Version (ENE-H) [40]
2.2.2. Academic Goal Questionnaire (AGQ)
2.3. Procedure
3. Results
3.1. Psychometric Characteriztics of the Academic Goals Questionnaire (AGQ)
3.2. Relations between Types of Goals and Ways of Establishing and Demanding Compliance with Parents’ Norms—Discriminant Analysis
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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M | DT | Items of the Instrument | Factor | |||
---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | |||
3.37 | 1.06 | 1. I study because solving problems is interesting. | 0.788 | |||
3.53 | 1.20 | 2. I study because I enjoy discovering how much I have improved. | 0.764 | |||
3.92 | 1.07 | 3. I study because I want to know new things. | 0.781 | |||
2.97 | 1.25 | 4. I study because I like the challenge of difficult problems. | 0.731 | |||
3.47 | 1.24 | 5. I study because I feel curiosity. | 0.751 | |||
1.76 | 1.17 | 6. I study because I want my classmates to notice me. | 0.804 | |||
2.20 | 1.48 | 7. I study because I don’t want my classmates to make fun of me. | 0.746 | |||
2.37 | 1.58 | 8. I study because I don’t want the teacher to hate me. | 0.670 | |||
2.20 | 137 | 9. I study because I want the others to see how clever I am. | 0.802 | |||
2.38 | 1.43 | 10. I study because I like getting better marks than my classmates. | 0.744 | |||
4.73 | .74 | 11. I study because I want to have good marks. | 0.795 | |||
4.54 | .87 | 12. I study because I want to be proud of getting good marks. | 0.772 | |||
3.94 | 1.21 | 13. I study because I want to go on to higher education. | 0.632 | |||
4.57 | .88 | 14. I study because I want to have a good job in the future. | 0.858 | |||
4.29 | 1.01 | 15. I study because I want to have a good social position in the future. | 0.809 | |||
1.87 | 1.22 | 16. I study because I get presents if I get good marks. | 0.803 | |||
1.57 | 1.10 | 17. I study because they buy me presents when I do the work well. | 0.779 | |||
2.55 | 1.61 | 18. I study because I don’t want to be punished without playing or going out. | 0.770 | |||
2.68 | 1.62 | 19. I study because I don’t want them to take away my favourite activity. | 0.717 | |||
1.73 | 1.20 | 20. I study because I want to get a present. | 0.788 | |||
Percentage of variance explained (Total 61.5%) | 23.5% | 22% | 8.5% | 7.5% | ||
Cronbach’s Alpha | 0.825 | 0.814 | 0.824 | 0.830 |
Models | χ2 | CMIN/χ2 | CFI | TLI | RMSEA | SRMR | ∆CMIN/χ2 | AIC | BCC |
---|---|---|---|---|---|---|---|---|---|
M1: Four related factors | 392.87 | 2.455 | 0.922 | 0.907 | 0.070 | 0.058 | 492.86 | 500.82 | |
M3: Dichotomous | 468.81 | 2.859 | 0.897 | 0.881 | 0.081 | 0.089 | 0.404 | 560.81 | 568.12 |
M4: Trichotomous Academic | 518.71 | 3.106 | 0.882 | 0.865 | 0.086 | 0.077 | 0.651 | 604.71 | 611.55 |
M5: Trichotomous Stimulant | 558.26 | 3.343 | 0.868 | 0.850 | 0.091 | 0.078 | 0.888 | 644.26 | 651.10 |
M2: Four independent factors | 1085.97 | 6.388 | 0.692 | 0.652 | 0.137 | 0.160 | 3.933 | 1165.97 | 1172.35 |
Scale of Norms and Demands: Children’s Version (ENE-H) | Goal Groups | ANOVA | |||||
---|---|---|---|---|---|---|---|
Learning | Social Evaluation | Achievement | Reward | F | p | ||
Father | Inductive M (DT) | 43.20 (4.26) | 36.92 (4.90) | 41.37 (6.77) | 39.06 (6.98) | 2.860 | 0.044 |
Rigid M (DT) | 23.33 (6.68) | 27.25 (6.86) | 25.42 (5.68) | 29.27 (8.87) | 2.022 | 0.120 | |
Indulgent M (DT) | 14.13 (5.11) | 15.17 (2.52) | 12.75 (4.70) | 20.87 (11.44) | 4.772 | 0.005 | |
Mother | Inductive M (DT) | 43.73 (4.30) | 37.33 (5.10) | 42.62 (4.98) | 40.27 (6.32) | 4.135 | 0.010 |
Rigid M (DT) | 23 (7.11) | 28.33 (6.03) | 26.83 (6.53) | 29.87 (9.50) | 2.372 | 0.079 | |
Indulgent M (DT) | 13.73 (4.28) | 15.25 (2.93) | 11.62 (3.17) | 18.40 (4.48) | 10.509 | 0.000 |
Variables | Functions | ||
---|---|---|---|
Factors ENE-H | Function 1 | Function 2 | Function 3 |
Form Indulgent Mother | 0.834 * | 0.431 | −0.109 |
Form Indulgent Father | 0.531 * | 0.411 | 0.280 |
Form Inductive Mother | −0.414 * | 0.651 | 0.043 |
Form Inductive Father | −0.346 * | 0.525 | −0.170 |
Form Rigid Mother | 0.293 | −0.231 | 0.729 |
Form Rigid Father | 0.326 | −0.092 | 0.527 |
Grouping Variables | Predicted Group | |||
---|---|---|---|---|
Academic Goals | Achievement | Social Evaluation | Learning | Reward |
Achievement | 54.2% | 8.3% | 29.2% | 8.3% |
Social Evaluation | 8.3% | 66.7% | 8.3% | 16.7% |
Learning | 40% | 13.3% | 33.3% | 13.3% |
Reward | 6.7% | 13.3% | 20.0% | 60% |
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León-del-Barco, B.; Mendo-Lázaro, S.; Iglesias Gallego, S.; Polo-del-Río, M.-I.; Iglesias Gallego, D. Academic Goals and Parental Control in Primary School Children. Int. J. Environ. Res. Public Health 2020, 17, 206. https://doi.org/10.3390/ijerph17010206
León-del-Barco B, Mendo-Lázaro S, Iglesias Gallego S, Polo-del-Río M-I, Iglesias Gallego D. Academic Goals and Parental Control in Primary School Children. International Journal of Environmental Research and Public Health. 2020; 17(1):206. https://doi.org/10.3390/ijerph17010206
Chicago/Turabian StyleLeón-del-Barco, Benito, Santiago Mendo-Lázaro, Silvia Iglesias Gallego, María-Isabel Polo-del-Río, and Damián Iglesias Gallego. 2020. "Academic Goals and Parental Control in Primary School Children" International Journal of Environmental Research and Public Health 17, no. 1: 206. https://doi.org/10.3390/ijerph17010206