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A quantitative analysis on student goal orientation and student perceptions of parental involvement among 6th grade middle school students

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Title	A quantitative analysis on student goal orientation and student perceptions of parental involvement among 6th grade middle school students
Author	Johnson, Kelly
Author email	kellyljo@usc.edu;kellyljo5@gmail.com
Degree	Doctor of Education
Document type	Dissertation
Degree program	Education (Leadership)
School	Rossier School of Education
Date defended/completed	2012-08-23
Date submitted	2012-10-10
Date approved	2012-10-11
Restricted until	2012-10-11
Date published	2012-10-11
Advisor (committee chair)	Hirabayashi, Kimberly
Advisor (committee member)	Seli, Helena Chung, Ruth
Abstract	The purpose of this study was to determine if student perceptions of parental involvement predict student goal orientation. Specific consideration was given to the parental involvement subscales achievement value, interest in schoolwork and involvement in school functions. As defined by Goal Orientation Theory, the goal orientations considered were mastery, performance approach and performance avoid. Additionally, gender was considered to determine if any differences ensue between boys and girls and goal orientations. One hundred two students, recruited from five sixth grade middle school classrooms, were asked to complete Likert type scale surveys with questions adapted from the Patterns of Adaptive Learning Scales (PALS) and Parenting Style Parental Involvement (PSPI). Data collected from these surveys was inputted into SPSS and analyzed. ❧ Simple linear regressions determined that student perceptions of parental involvement significantly predict mastery goal orientation; student perceptions of parental involvement have a low-moderate predictive relationship with approach goal orientation; and no predictive relationship exists between student perceptions of parental involvement and avoid goal orientation. An ANOVA produced results indicating that high-medium-low parental involvement groups differed significantly in regard to mastery goal orientation. ❧ Multiple regressions were run to determine if the parental involvement subscales independently predict goal orientations. The analysis of these tests determined that the subscales achievement value and involvement in school functions both have a highly significant predictive relationship between student perceptions and mastery goal orientation and performance approach goal orientation. Interest in schoolwork proved to be an unreliable scale and was omitted from additional testing. Lastly, analysis from a MANOVA indicated that the main effects of gender and perceived parental involvement showed no significance. ❧ Unique to this study, was the focus on how the student, not the parent, perceives the type and level of involvement and also participants included the less-studied population of sixth graders. Findings from this study provide considerable insight into the students’ perspective, but continued research in necessary to fully appreciate the impact of parental involvement on student motivational outcomes. It is anticipated that educators will use the information revealed in this study to educate parents that the value students place on parental involvement and provide them various opportunities to become, and remain, involved in their child’s education.
Keyword	goal orientation theory; motivation; student perceptions; parental involvement; achievement value; interest in schoolwork; involvement in school functions; gender; transition to middle school; early adolescent development
Language	English
Part of collection	University of Southern California dissertations and theses
Publisher (of the original version)	University of Southern California
Place of publication (of the original version)	Los Angeles, California
Publisher (of the digital version)	University of Southern California. Libraries
Provenance	Electronically uploaded by the author
Type	texts
Legacy record ID	usctheses-m
Rights	Johnson, Kelly
Access conditions	The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.
Repository name	University of Southern California Digital Library
Repository address	USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA
Repository email	cisadmin@usc.edu
Archival file	uscthesesreloadpub_Volume4/etd-JohnsonKel-1245.pdf