Parenting behaviors and learning of Singapore students: The mediational role of achievement goals

This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of
1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach
and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study.
We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and
found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated
with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence,
and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control
predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through
its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context
of Singapore.