The Influence Of Family Education Dimension On Pupils' Academic Performance

Based on the hierarchical model of achievement motivation,this study surveyed 582 fourth to sixth grade primary school students in Nanjing on the relationship of students' academic performance(i.e.,academic achievement,self-efficacy,school affect)to their parentings and achievement goals adopted.Specifically,this study examined(1)the influence of different parental dimensions on academic performance;(2)the influence of different achievement goals on academic performance;and(3)the mediating function of achievement goals in the relation between parenting and academic performance.The results showed that,first,the Chinese versions of the questionnaires of achievement goals,self-efficacy,and school affect had satisfactory reliabilities and validities;psychometric properties of Parents As Social Context Questionnaire was acceptable with modification.Second,the force dimension of parenting negatively predicted students' positive school affection and academic achievement,and positively predicted students' negative school affection.Third,mastery-approach goals significantly positively predicted self-efficacy,positive school affect and academic achievement,performance-approach goals significantly positively predicted self-efficacy,and marginally significantly and positively predicted academic achievement,and performance-avoidance goals significantly negatively predicted self-efficacy and positive school affect.,Mastery-avoidance goals had no significant effect on all the outcome variables.Fourth,regarding the mediation of achievement goals,(1)the structure dimension of parenting positively predicted self-efficacy,positive school affect and academic achievement through mastery-approach goals and performance-approach goals;negatively predicted self-efficacy and positive school affect through performance-avoidance goals.(2)The autonomy-support dimension of parenting positively predicted students' self-efficacy,positive school affect and academic achievement only through mastery-approach goals.In general,the results support the applicability of the hierarchy model of achievement motivation among the current Chinese primary school students.At last,this paper analyzed the above research results and summarized the contributions and limitations of this study.On this basis,this paper provided educational suggestions for in the cultivation of primary school students' adaptive motivation at the practice level.