Structural Relationships of Parents\' Education and Goal Orientation with Motivation, Self-Concept and Academic Self-Efficacy of Adolescent Female Students

This study sought to examine the structural relationships of parentschr('39') level of education and their goal orientation with motivation, self-concept and academic self-efficacy of adolescent female students. A number of 601 female 10th graders responded to the research instruments, including the Students Perception of Parents Goal Orientation Questionnaire (Hruda & Midgley, 1997), Motivated Strategies for Learning Questionnaire (Pintrich & Garcia, 1991) and Self-Regulated Learning Questionnaire (Artelt et al., 2003). Students also reported their parentschr('39') level of education. Structural relationships of research variables showed that parentschr('39') education has a negative impact on childrenchr('39')s intrinsic motivation, however, it does not play a significant role in shaping studentschr('39') extrinsic motivation. Parentschr('39') education has a direct and positive role in childrenchr('39')s academic self-efficacy, control expectations and verbal self-concept. Parentschr('39') performance orientation showed a positive and direct effect on studentschr('39') extrinsic motivation, but it does not play a significant role in their intrinsic motivation. Parentschr('39') performance orientation mediated by extrinsic motivation positively affects childrenchr('39')s academic self-efficacy and academic self-concept. Parentschr('39') mastery orientation has a positive and direct effect on forming childrenchr('39')s intrinsic motivation; nevertheless, it shows a negative relationship with their extrinsic motivation. Parentschr('39') mastery orientation also has a negative effect on studentschr('39') academic self-efficacy and control expectations. Parentschr('39') mastery orientation mediated by intrinsic motivation has a positive impact on all dependent variables and hence, will bring about more adaptive results in the educational environment.