A Prognostic Role of Perceived Parenting Styles in Mastery vs. Performance Goal Orientations among Students

Abstract

This study was purported to examine the role of perceived parenting styles in fostering the achievement goal orientations; mastery vs. performance among students. Participants of the study were 323 secondary school students aged 14-17 years old; 153 boys and 170 girls who provided their responses on Parenting Style Scale and Achievement Goals Scale. Results indicated that the students perceiving their parents with authoritative parenting style showed mastery goals for their academic achievements as compared to those students perceiving authoritarian and permissive parenting styles. Results postulated that gender of students combined with perception of parents is another predictive factor for differences in mastery and performances goals. Findings suggested significant main and interaction effects of gender and parenting styles on mastery-approach and avoidant goals but no interaction effect of gender and parenting style was found related to performance goals.