Differences between Students in the Consequences of Goals and Goal Structures: The Role of Culture and Family Obligation.Report as inadecuate




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This study investigated whether generational status and concern with family would moderate the effect of personal goals and goal structures on high school students' self-regulation and English achievement. Participants included first-, second-, and third-generation Americans who completed questionnaires examining personal goal orientations, perceived classroom goal structures, and self-regulation. There were significant differences between the generational status groups on all dependent variables. English achievement, perceived mastery goals, perceived mastery classroom goal structure, and sense of family obligation significantly predicted self-regulation in English. There was no association between self-regulation and performance goals or performance goal structures. Girls had higher grades than boys, and first-generation students had higher grades than second-generation students. Personal mastery and performance approach goals positively related to achievement. The positive association between mastery goal structure and self-regulation was stronger among students who felt a strong family obligation. The negative relationship between perceived performance goal structure in the classroom was weaker among students with a stronger sense of family obligation. The positive association of mastery with self-regulation was weakest for more recent immigrants. The positive relationship between English achievement and performance approach goals was strongest among students with a weak sense of family. (Contains 15 references.) (SM)

Descriptors: Academic Achievement, Cultural Influences, English, Family Influence, Goal Orientation, High School Students, High Schools, Immigrants, Parent Child Relationship, Student Attitudes, Student Motivation











Author: Urdan, Tim; Giancarlo, Carol

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8190&id=ED454331







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