Academic Goals and Parental Control in Primary School Children

Benito León-del-Barco, Santiago Mendo-Lázaro, Silvia Iglesias Gallego, María-Isabel Polo-del-Río and Damián Iglesias Gallego
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Benito León-del-Barco: Department of Psychology, Faculty of Teacher Training College, University of Extremadura, 10071 Caceres, Spain
Santiago Mendo-Lázaro: Department of Psychology, Faculty of Teacher Training College, University of Extremadura, 10071 Caceres, Spain
Silvia Iglesias Gallego: Department of Psychology, Faculty of Teacher Training College, University of Extremadura, 10071 Caceres, Spain
María-Isabel Polo-del-Río: Department of Psychology, Faculty of Teacher Training College, University of Extremadura, 10071 Caceres, Spain
Damián Iglesias Gallego: Department of Didactic of Musical, Plastic and Corporal Expression, Faculty of Teacher Training, University of Extremadura, 10071 Cáceres, Spain

IJERPH, 2019, vol. 17, issue 1, 1-14

Abstract: Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.

Keywords: academic goals; parenting styles; parental control; primary education (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2019
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