Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? |
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| Institution: | 1. Institute of Mechanical Engineering, Hochschule Ruhr West, Duisburger Straße 100, 45479 Mülheim an der Ruhr, Germany;2. Junior professorship of Technical Training and Learning, University of Siegen, Breite Straße 11, 57076 Siegen, Germany;3. Engineering Didactics, TU Dortmund University, Otto Hahn Str. 6, 44227 Dortmund, Germany;1. Department of Psychology, Philipps-University Marburg, Gutenbergstr. 18, D-35032 Marburg, Germany;2. Department of Psychology, University of Giessen, Otto-Behaghel-Str. 10F, 35394 Giessen, Germany;1. Department of Psychology, University of Augsburg, Augsburg, Germany;2. Department of Educational Psychology, University of Mannheim, Mannheim, Germany |
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| Abstract: | To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning. |
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| Keywords: | Achievement goal orientations Help-seeking attitudes Perceived parent goals |
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