Parental Behaviors and Adolescents' Achievement Goals at the Beginning of Middle School: Emotional Problems as Potential Mediators

Journal of Educational Psychology

Volumn 102, Issue 2, 2010, Pages 497-507

  Duchesne, Stéphane ^a   Ratelle, Catherine ^a  

^a UNIVERSITÉ LAVAL   (Canada)

Author keywords

Achievement goals; Anxiety; Depression; Parental control; Parental involvement

Indexed keywords

EID: 77955044360     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0019320     Document Type: Article

References (114)

1. Diagnostic and statistical manual of mental disorders 2000, American Psychiatric Association, Author, Washington, DC. 4th ed., text rev.
2. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 1992, 84:261-271.
3. Anderman E.M., Maehr M.L. Motivation and schooling in the middle grades. Review of Educational Research 1994, 64:287-309.
4. Angold A., Costello E.J., Erkanli A. Comorbidity. Journal of Child Psychology and Psychiatry and Allied Disciplines 1999, 40:57-87.
5. Avenevoli S., Knight E., Kessler R.C., Merikangas K.R. Epidemiology of depression in children and adolescents. Handbook of depression in children and adolescents 2008, 6-32. Guilford Press, New York, NY. J.R.Z. Abela, B.L. Hankin (Eds.).
6. Baron R.M., Kenny D.A. The moderator-mediator variable distinction in social psychology research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 1986, 31:1173-1182.
7. Barrett P., Shortt A., Healy L. Do parent and child behaviours differentiate families whose children have obsessive-compulsive disorder from other clinic and non-clinic families?. Journal of Child Psychology and Psychiatry 2002, 43:597-607.
8. Baumrind D. Current patterns of parental authority. Developmental Psychology Monographs 1971, 4:1-102.
9. Beck A.T. Cognitive therapy and the emotional disorders 1976, International Universities Press, New York, NY.
10. Bentler P.M. EQS 6 structural equations program manual 2002, Multivariate Software, Encino, CA.
11. Bittner A., Egger H.L., Erkanli A., Costello J.A., Foley D.L., Angold A. What do childhood anxiety disorders predict?. Journal of Child Psychology and Psychiatry 2007, 48:1174-1183.
12. Bjornebekk G. Positive affect and negative affect as modulators of cognition and motivation: The rediscovery of affect in achievement goal theory. Scandinavian Journal of Educational Research 2008, 52:153-170.
13. Bögels S.M., Brechman-Toussaint M.L. Family issues in child anxiety: Attachment, family functioning, parental rearing and beliefs. Clinical Psychology Review 2006, 26:834-856.
14. Boon H.J. Low- and high-achieving Australian secondary school students: Their parenting, motivations, and academic achievement. Australian Psychologist 2007, 42:212-225.
15. Bouffard T., Boisvert J., Vezeau C., Larouche C. The impact of goal orientation on self-regulation and performance among college students. British Journal of Educational Psychology 1995, 65:317-329.
16. Bronstein P., Ginsburg G.S., Herrera I.S. Parental predictors of motivational orientation in early adolescence: A longitudinal study. Journal of Youth and Adolescence 2005, 34:559-575.
17. Brown R.L. Efficacy of the indirect approach for estimating structural equation model with missing data: A comparison of five methods. Structural Equation Modeling: A Multidisciplinary Journal 1994, 1:287-316.
18. Cartwright-Hatton S., McNicol K., Doubleday E. Anxiety in a neglected population: Prevalence of anxiety disorders in pre-adolescent children. Clinical Psychology Review 2006, 26:817-833.
19. Church M.A., Elliot A.J., Gable S.L. Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology 2001, 9:43-54.
20. Colder C.R., Lochman J.E., Wells K.C. The moderating effects of children's fear and activity level on relations between parenting practices and childhood symptomatology. Journal of Abnormal Child Psychology 1997, 25:251-263.
21. Costello E.J., Erkanli A., Angold A. Is there an epidemic of child or adolescent depression?. Journal of Child Psychology and Psychiatry and Allied Disciplines 2006, 47:1263-1271.
22. de Bruyn E.H., Dekovic M., Meijnen G.W. Parenting, goal orientations, classroom behavior, and school success in early adolescence. Applied Developmental Psychology 2003, 24:393-412.
23. Deci E.L., Ryan R.M. Intrinsic motivation and self-determination in human behavior 1985, Plenum, New York, NY.
24. Dishion T.J., French D.C., Patterson G.R. The development and ecology of antisocial behavior. Developmental psychopathology: Volume 2. Risk, disorder, and adaptation 1995, 421-471. Wiley, New York, NY. D. Cicchetti, D.J. Cohen (Eds.).
25. Dornbusch S.M., Ritter P.L., Leiderman P.H., Roberts D.F., Fraleigh M.J. The relation of parenting style to adolescent school performance. Child Development 1987, 58:1244-1257.
26. Duchesne S., Larose S. Adolescent attachment to mother and father and academic motivation and performance in early adolescence. Journal of Applied Social Psychology 2007, 37:1501-1521.
27. Duchesne S., Larose S., Guay F., Vitaro F., Tremblay R.E. The transition from elementary to high school: The pivotal role of family and child characteristics in explaining trajectories of academic functioning. International Journal of Behavioral Development 2005, 29:409-417.
28. Duchesne S., Ratelle C.F., Larose S., Guay F. Adjustment trajectories in college science programs: Perceptions of qualities of parents' and college teachers' relationships. Journal of Counseling Psychology 2007, 54:62-71.
29. Duchesne S., Ratelle C.F., Poitras S.C., Drouin É. Early adolescent attachment to parents, emotional functioning and worries about the middle school transition. Journal of Early Adolescence 2009, 29:743-766.
30. Duchesne S., Vitaro F., Larose S., Tremblay R.E. Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion. Journal of Youth and Adolescence 2008, 37:1134-1146.
31. Dweck C.S. Motivational processes affecting learning: Psychological science and education [Special issue]. American Psychologist 1986, 41:1040-1048.
32. Dykman B.M. Integrating cognitive and motivational factors in depression: Initial tests of a goal-orientation approach. Journal of Personality and Social Psychology 1998, 74:139-158.
33. Eamon M.K. Effects on poverty on mathematics and reading achievement of young adolescents. Journal of Early Adolescence 2002, 22:49-74.
34. Elliot A.J. A conceptual history of the achievement goal construct. Handbook of competence and motivation 2005, 52-72. Guilford Press, New York, NY. A.J. Elliot, C.S. Dweck (Eds.).
35. Elliot A.J., Church M.A. A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 1997, 72:218-232.
36. Elliot A.J., Harackiewicz J.M. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 1996, 70:968-980.
37. Elliot A.J., McGregor H.A. Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 1999, 76:628-644.
38. Fortin L., Marcotte D., Potvin P., Royer É., Joly J. Typology of students at risk of dropping out of school: Description by personal, family, and school factors. European Journal of Psychology of Education 2006, 21:363-383.
39. Fröjd S.A., Nissinen E.S., Pelkonen M.U.I., Marttunen M.J., Koivisto A.M., Kaltiala-Heino R. Depression and school performance in middle adolescent boys and girls. Journal of Adolescence 2008, 31:485-498.
40. Ginsburg G., Bronstein P. Family factors related to children's intrinsic/extrinsic motivational orientation and academic performance. Child Development 1993, 64:1461-1474.
41. Glasgow K.L., Dornbusch S.M., Troyer L., Steinberg L., Ritter P.L. Parenting styles, adolescents' attributions, and educational outcomes in nine heterogeneous high schools. Child Development 1997, 68:507-529.
42. Gonzalez A., Doan Holbein M.F., Quilter S. High school students' goal orientations and their relationship to perceived parenting styles. Contemporary Educational Psychology 2002, 27:450-470.
43. Gonzalez A., Greenwood G.E., Wen Hsu J. Undergraduate students' goal orientations and their relationship to perceived parenting styles. College Student Journal 2001, 35:182-192.
44. Gottfried A.E., Fleming J.S., Gottfried A.W. Role of parental motivational practices in children's academic intrinsic motivation and achievement. Journal of Educational Psychology 1994, 86:104-113.
45. Graber J. Internalizing problems during adolescence. Handbook of adolescent psychology 2004, 587-627. Wiley, New York, NY. 2nd ed. R.M. Lerner, L. Steinberg (Eds.).
46. Graber J. Depression in children and adolescents: Linking risk research and prevention. American Journal of Preventive Medicine 2006, 31:104-125.
47. Grolnick W.S. The psychology of parental control: How well-meant parenting backfires 2003, Erlbaum, Mahwah, NJ.
48. Grolnick W.S., Kurowski C.O., Dunlap, Hevey C. Parental resources and the transition to junior high. Journal of Research on Adolescence 2000, 10:465-488.
49. Grolnick W.S., Ryan R.M. Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology 1989, 81:143-154.
50. Grolnick W.S., Ryan R.M., Deci E.L. Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology 1991, 53:508-517.
51. Grolnick W.S., Slowiaczek M.L. Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development 1994, 64:237-252.
52. Gurland S.T., Grolnick W.S. Perceived threat, controlling parenting, and children's achievement orientations. Motivation and Emotion 2005, 29:103-121.
53. Holmbeck G. Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology 1997, 65:599-610.
54. Hoover-Dempsey K.V., Sandler H.M. Why do parents become involved in their children's education?. Review of Educational Research 1997, 67:3-42.
55. Hudson J.L., Rapee R.M. Parent-child interactions in clinically anxious children and their siblings. Journal of Clinical Child and Adolescent Psychology 2002, 31:548-555.
56. Juvonen J., Le V., Kaganoff T., Augustine C., Constant L. Focus on the wonder years: Challenges facing the American middle school 2004, RAND Corp, Santa Monica, CA.
57. Kaplan A., Maehr M.L. Achievement goals and student well-being. Contemporary Educational Psychology 1999, 24:330-358.
58. Kaplan A., Middleton M.J., Urdan T., Midgley C. Achievement goals and goals structures. Goals, goal structures, and patterns of adaptive learning 2002, 21-54. Erlbaum, Hillsdale, NJ. C. Midgley (Ed.).
59. Kendall P.C., Hedtke K.A., Aschenbrand S.G. Anxiety disorders. Behavioral and emotional disorders in adolescents. Nature, assessment, and treatment 2006, 259-299. Guilford Press, New York, NY. D.A. Wolfe, E.J. Mash (Eds.).
60. Kessler R.C., Avenevoli S., Merikangas K.R. Mood disorders in children and adolescents: An epidemiological perspective. Biological Psychiatry 2001, 49:1002-1014.
61. Kline R.B. Principles and practice of structural equation modeling 2005, Guilford Press, New York, NY.
62. Kovacs M. Children's Depression Inventory 1992, Multi-Health Systems, New York, NY.
63. Kovacs M. The course of childhood-onset depressive disorders. Psychiatric Annals 1996, 26:326-330.
64. Kumar, R., & Hruda, L. Z. (2001, April). " What do I want to be when I grow up?" Role of parent and teacher support in enhancing students' academic confidence and educational expectations. Paper presented at the annual meeting of the American Educational Research Association (AERA), Seattle, Washington.
65. Lau S., Nie Y. Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions. Journal of Educational Psychology 2008, 100:15-29.
66. Lewinsohn P.M., Essau C.A. Depression in adolescents. Handbook of depression 2002, 541-559. Guilford Press, New York, NY. I.H. Gotlib, C.L. Hammen (Eds.).
67. Lewinsohn P.M., Gotlib I.H., Seeley J.R. Adolescent psychopathology: IV. Specificity of psychosocial risk factors for depression and substance abuse in older adolescents. Journal of the American Academy of Child and Adolescent Psychiatry 1995, 34:1221-1229.
68. Lewinsohn P.M., Hops H., Roberts R.E., Seeley J.R., Andrews J.A. Adolescent psychopathology: I. Prevalence and incidence of depression and other DSM-III-R disorders in high school students. Journal of Abnormal Psychology 1993, 102:133-144.
69. Linnenbrink E.A. The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology 2005, 97:197-213.
70. Linnenbrink E.A., Pintrich P.R. Achievement goal theory and affect: An asymmetrical bidirectional model. Educational Psychologist 2002, 37:69-78.
71. Maag J.W., Swearer S.M., Toland M.D. Cognitive-behavioral interventions for depression in children and adolescents: Meta-analysis, promising programs, and implications for school personnel. Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice 2009, 235-265. Guilford Press, New York, NY. M.J. Mayer, R. Van Acker, J.E. Lochman, F.M. Gresham (Eds.).
72. Maccoby E.E., Martin J.A. Socialization in the context of the family: Parent-child interaction. Handbook of child psychology: Vol. 4. Socialization, personality, and social development 1983, 1-101. Wiley, New York, NY. E.M. Hetherington, P.H. Mussen (Eds.).
73. McGregor H.A., Elliot A.J. Achievement goals as predictors of achievement-relevant process prior to task engagement. Journal of Educational Psychology 2002, 94:381-395.
74. McKinney C., Donnelly R., Renk K. Perceived parenting, positive and negative perceptions of parents, and late adolescent emotional adjustment. Child and Adolescent Mental Health 2008, 13:66-73.
75. McMahon R.J., Kotler J.S. Conduct problems. Behavioral and emotional disorders in adolescents. Nature, assessment, and treatment 2006, 153-225. Guilford Press, New York, NY. D.A. Wolfe, E.J. Mash (Eds.).
76. Meece J.L., Anderman E.M., Anderman L.H. Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology 2006, 57:487-503.
77. Meece J.L., Holt K. A pattern analysis of students' achievement goals. Journal of Educational Psychology 1993, 85:582-590.
78. Middleton M.J., Midgley C. Avoiding the demonstration of lack of ability: An under-explored aspect of goal theory. Journal of Educational Psychology 1997, 89:710-718.
79. Midgley C. Goals, goal structures, and pattern of adaptive learning 2002, Erlbaum, London, England.
80. Midgley C., Kaplan A., Middleton M. Performance approach goals: Good for what, for whom, under what circumstances, and at what coast. Journal of Educational Psychology 2001, 93:77-86.
81. Midgley C., Kaplan A., Middleton M., Maehr M.L., Urdan T., Anderman L.H., Roeser R. The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology 1998, 23:113-131.
82. Midgley C., Maehr M.L., Hruda L.Z., Anderman E., Anderman L., Freeman K.E., Urdan T. Manual for the Patterns of Adaptive Learning Scales (PALS) 2000, University of Michigan, Ann Arbor, MI.
83. Midgley C., Middleton M.J., Gheen M.H., Kumar R. Stage-environment fit revisited: A goal theory approach to examining school transition. Goals, goal structures, and patterns of adaptive learning 2002, 109-142. Erlbaum, Hillsdale, NJ. C. Midgley (Ed.).
84. Midgley C., Urdan T. Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence 1995, 15:389-411.
85. Muris P., Meesters C., Schouten E., Hoge E. Effects of perceived control on the relationship between perceived parental rearing behaviors and symptoms of anxiety and depression in nonclinical preadolescents. Journal of Youth and Adolescence 2004, 33:51-58.
86. Patrick H., Anderman L.H., Ryan A.M. Social motivation and the classroom social environment. Goals, goal structures, and pattern of adaptive learning 2002, 85-108. Erlbaum, Hillsdale, NJ. C. Midgley (Ed.).
87. Patterson G.R. The early development of coercive family process. Antisocial behavior in children and adolescents: A developmental analysis and model for intervention 2002, 25-44. American Psychological Association, Washington, DC. J.B. Reid, G.R. Patterson, J. Snyder (Eds.).
88. Pekrun R., Elliot A.J., Maier M.A. Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology 2006, 98:583-597.
89. Peng C.Y.J., Harwell M., Liou S.M., Ehnan L.H. Advances in missing data methods and implications for educational research. Real data analysis 2007, 31-78. Information Age, Charlotte, NC. S.S. Sawilowsky (Ed.).
90. Pintrich P.R. An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology 2000, 25:92-104.
91. Pomerantz E.M., Grolnick W.S., Price C.E. The role of parents in how children approach achievement: A dynamic process perspective. Handbook of competence and motivation 2005, 259-278. Guilford Press, New York, NJ. A.J. Elliot, C.S. Dweck (Eds.).
92. Poulin, R., Duchesne, S., & Ratelle, C. F. (in press). Profils de buts d'apprentissage et caractéristiques personnelles des élèves au début du secondaire [Profiles of learning goals and personal characteristics of the students at the beginning of the middle school]. Canadian Journal of Behavioural Science.
93. Ranger, F., Auger, E., Moreau, E., Forest, J., Koestner, R., & Mageau, G. A. (2008, February). Construction and validation of the perception of Parental Autonomy Support Scale. Paper presented at the annual meeting of the Society for Personality and Social Psychology, Albuquerque, New Mexico.
94. Rudolph K.D., Hammen C., Daley S.E. Mood disorders. Behavioral and emotional disorders in adolescents: Nature, assessment, and treatment 2006, Guilford Press, New York, NY. D.A. Wolfe, E.J. Mash (Eds.).
95. Ryan A., Patrick H., Shim S. Differential profiles of students identified by their teacher as having avoidant, appropriate, or dependent help-seeking tendencies in the classroom. Journal of Educational Psychology 2005, 97:275-285.
96. Sagrestano L.M., Paikoff R.L., Holmbeck G.N., Fendrich M. A longitudinal examination of familial risk factors for depression among inner-city African American adolescents. Journal of Family Psychology 2003, 17:108-120.
97. Saint-Laurent L. Psychometric study of Kovacs's Children's Depression Inventory with a French-speaking sample. Canadian Journal of Behavioural Science 1990, 22:377-384.
98. Senechal M., LeFevre J. Parental involvement in the development of children's reading skill: A five-year longitudinal study. Child Development 2002, 73:445-460.
99. Shek D.T.L. A longitudinal study of perceived differences in parental control and parent-child relational qualities in Chinese adolescents in Hong Kong. Journal of Adolescent Research 2007, 22:156-188.
100. Shim S.S., Ryan A.M., Anderson C.J. Achievement goals and achievement during early adolescence: Examining time- varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology 2008, 100:655-671.
101. Sideridis G.D. Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology 2005, 97:366-375.
102. Skaalvik E.M. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology 1997, 89:71-81.
103. Steinberg L., Lamborn S.D., Dornbusch S.M., Darling N. Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development 1992, 63:1266-1281.
104. Stevenson H.W., Baker D.P. The family-school relations and the child's school performance. Child Development 1987, 58:1348-1357.
105. Tanaka A., Takehara T.T., Yamauchi H. Achievement goals in a presentation task: Performance expectancy, achievement goals, state anxiety, and task performance. Learning and Individual Differences 2006, 16:93-99.
106. Turgeon L., Chartrand E. Reliability and validity of the revised Children's Manifest Anxiety Scale in a French-Canadian sample. Psychological Assessment 2003, 15:378-383.
107. Urdan T., Ryan A., Anderman E.M., Gheen M.H. Goals, goal structures, and avoidance behaviors. Goals, goal structures, and pattern of adaptive learning 2002, 55-84. Erlbaum, Hillsdale, NJ. C. Midgley (Ed.).
108. Van Ameringen M., Mancini C., Farvolden P. The impact of anxiety disorder on educational achievement. Journal of Anxiety Disorders 2003, 17:561-571.
109. Vazsonyi A., Belliston L. The cultural and developmental significance of parenting processes in adolescent anxiety and depression symptoms. Journal of Youth and Adolescence 2006, 35:491-505.
110. Weissman A.S., Antinoro D., Chu B.C. Cognitive-behavioral therapy for anxious youth in school settings: Advances and challenges. Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice 2009, 173-203. Guilford Press, New York, NY. M.J. Mayer, R. Van Acker, J.E. Lochman, F.M. Gresham (Eds.).
111. Wigfield A., Eccles J.S., Schiefele U., Roeser R.W., Davis-Kean P. Development of achievement motivation. Handbook of child psychology: Vol. 3. Social, emotional, and personal development 2006, 933-1002. Wiley, New York, NY. 6th ed. N. Eisenberg (Ed.).
112. Wolfradt U., Hempel S., Miles J.N.V. Perceived parenting styles, depersonalization, anxiety, and coping behaviour in adolescents. Personality and Individual Differences 2002, 34:521-532.
113. Wolters C.A. Advancing achievement theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology 2004, 96:236-250.
114. Yahav R. The relationship between children's and adolescents' perceptions of parenting style and internal and external symptoms. Child: Care, Health and Development 2006, 33:460-471.