Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases
Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases
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DOI：
10.1016/j.cedpsych.2006.10.009
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发表时间：
2007-07-01
影响因子：
10.3
通讯作者：
Midgley, Carol
中科院分区：
文献类型：
--
作者：
Friedel, Jeanne M.;Cortina, Kai S.;Midgley, Carol
本研究探讨了儿童对父母和教师强调的数学成就目标的感知，以及这些目标与儿童个人成就目标、自我效能信念和应对策略的关系。结果表明，儿童的知觉父母和教师掌握和绩效目标的重点预测儿童的个人目标。此外，儿童的个人目标之间的关系的中介知觉父母和教师的目标重点和儿童的效能感信念和应对策略。儿童的父母和老师的看法，强调绩效目标略有不同的性别，但不是种族背景，而跨群体的差异掌握重点的看法并没有达到实际意义。目标感知，个人目标，效能和应对策略之间的关系也没有因性别或种族背景而异。未来的研究的目标，儿童认为要强调在家庭和学校的背景下，他们的重要性，儿童的适应性信念和行为的数学的影响进行了讨论。(c)2006年爱思唯尔公司All rights reserved.
This study examines children's perceptions of the achievement goals parents and teachers emphasize for them in mathematics, and the relation of these goals to children's personal achievement goals, self-efficacy beliefs, and coping strategies. Results indicated that children's perceptions of both parent and teacher mastery and performance goal emphases predicted children's personal goals. Further, children's personal goals mediated the relation between perceived parent and teacher goal emphases and children's efficacy beliefs and coping strategies. Children's perceptions of parent and teacher emphasis on performance goals varied slightly by gender but not ethnic background, whereas variance across groups in perceptions of mastery emphases did not reach practical significance. Relations between goal perceptions, personal goals, efficacy and coping strategies also did not vary by gender or ethnic background. Implications for future research regarding the goals children perceive to be emphasized in home and school contexts, and their importance for children's adaptive beliefs and behaviors in mathematics, are discussed. (c) 2006 Elsevier Inc. All rights reserved.