oa The Journal of Independent Teaching and Learning - Relations between perceived parental authority and involvement, and high school science students' goal orientations and achievement
This paper describes the relations between perceived parental authority and involvement, and high school science students' goal orientations and achievement. Participants were 247 (62%) girls and 154 (38%) boys, with ages ranging between 16 and 29 years (M = 18,8 and SD = 1,95). All were Grade 12 mathematics and science learners from 10 high schools in the Eastern Cape. The internal consistency reliabilities of scores for the scales used in the study were acceptable: 0,96 (Parental Authority Questionnaire), 0,85 (Parental Involvement Scale), 0,93 (mastery orientation) and 0,88 (performance orientation) for the Goals Inventory. The results indicated, contrary to reported studies, that no relationship existed between achievement and the study variables. Perceived parental involvement was positively associated with both the mastery and performance goals. The goal orientations were negatively associated with authoritarian parents, that is, those who valued unquestioned obedience. No statistically significant gender differences were found. The implications of the findings for the teaching and learning of mathematics and science are discussed and suggestions for further research outlined.
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