Comportamiento materno percibido y orientación a metas de los hijos/as

  1. Martins, Ludmila 1
  2. Regueiro, Bibiana 2
  3. Vieites, Tania 1
  4. Rodríguez-Llorente, Carolina 1
  5. Roldán, Lucía 1
  1. 1 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

  2. 2 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2020

Issue Title: 1 de diciembre de 2020

Volume: 18

Issue: 52

Pages: 523-548

Type: Article

DOI: 10.25115/EJREP.V18I52.3315 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Sustainable development goals

Abstract

Introduction: Students' goal orientation may be influenced bythe behaviours that make up parents' educational styles, among other factors. According to previousresearch, the dimensions of maternal behaviour have moreinfluence on adolescents than paternaldimensions. Consequently, the aims of this study were: 1) to categorise maternal behaviours as perceived by students in compulsory secondary education (ESO); and 2) to explore the impactof mater-nal behaviours on their children’s orientation towards academic goals. Method: The participants in this study comprised255 students in the4th year of compulsory secondary education(ESO), agedbetween 14 and 18 yearsold,from A Coruña, Spain. The Spanish version of the Children's Report of Parental BehaviourInventory(CRPBI) was used to study perceived maternal behaviours, and the Academic Goals Questionnairewas used to establish theparticipants’orientation towards academic goals. Results: Factorial analysis of the responses to the CRPBI differentiated 7 dimensions of ma-ternal behaviour. Maternal behaviours categorised asapproval and support, and overprotectiveness were positively related to children’sorientation towards learning goals. The dimension of approval and supportalso contributedto the explanation of performance-approachgoals while the use of punishment contributedto the adoption of performance-avoidance goals. Maternal behaviours identified as control/possessiveness and neglect/permissiveness werepositively related to performance goal orientation. Discussion or Conclusion: The results of this study highlight the importance of perceived maternal behaviours in the choiceof learning-orientedand performance-approach goals. Behaviours such as approval and supportshould be promoted to encourage secondary education students' orientation towards these types of academic goals

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