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Perceived parental involvement predicts perceived academic control, mastery approach goals, and work avoidance goals, extending prior findings about parental engagement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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study examine regarding parental factors?","Question",{"text":63,"@type":64},"It examines how parental self-efficacy and parents’ perceived involvement contribute to students’ academic achievement, perceived academic control, and achievement goals.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does parental self-efficacy relate to children’s outcomes?",{"text":68,"@type":64},"Parental self-efficacy predicts students’ perceived academic control and achievement goals focused on avoidance.",{"name":70,"@type":61,"acceptedAnswer":71},"How does perceived parental involvement affect students?",{"text":72,"@type":64},"Perceived parental involvement predicts perceived academic control and achievement goals, including mastery approach goals and work avoidance 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Outcomes  \nAndreja Bubić*1, Antonela Tošić2 and Irena Mišetić3  \n• Students’ educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students’ academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents’ engagement to children’s educational outcomes.  \nKeywords: academic outcomes, achievement goals, motivation, parental self-efficacy, perception of parental involvement  \n1 *Corresponding Author. Faculty of Humanities and Social Sciences, University of Split, Croatia; [abubic@ffst.hr](abubic@ffst.hr).  \n2 Faculty of Humanities and Social Sciences, University of Split, Croatia.  \n3 Department of Pediatrics, University Hospital in Split, Croatia.  \nVloga samoučinkovitosti staršev pri pojasnjevanju učnih dosežkov otrok  \nAndreja Bubić, Antonela Tošić and Irena Mišetić  \n• Na učne dosežke učencev vplivajo številni dejavniki, ki niso neposrednopovezani z osebnostnimi značilnostmi učencev; tako imajo na primerpomemben vpliv prepričanja staršev in njihovi vzorci vedenja. Raziskava je bila izvedena na vzorcu 301 osnovnošolca in njihovih staršev. Udeleženci so izpolnili vprašalnike, s katerimi smo ugotavljali vlogo zaznane samoučinkovitosti staršev in pri učencih zaznane vključenosti staršev v šolsko delo pri učnih dosežkih otrok, zaznanega nadzora nadučenjem in doseganja učnih ciljev. Zaznana samoučinkovitost staršev se je izkazala za pomemben napovednik zaznanega nadzora nad učenjems strani učencev in ciljev izogibanja, zaznana vključenost staršev v šolsko delo otrokpa je bila pomemben napovednik zaznanega nadzora nadučenjem in ciljev obvladovanja ter ciljev izogibanja delu. Ugotovitve raziskave potrjujejo in dopolnjujejo izsledke o pomenu vključenosti staršev v šolsko delo pri učnih dosežkih otrok.  \nKljučne besede: učni dosežki, učni cilji, motivacija, samoučinkovitost staršev, zaznana vključenost staršev  \nIntroduction  \nWhen we consider students’ academic accomplishments, we typically believe that the students’ own characteristics, such as cognitive abilities and styles, beliefs, emotional processes or personality traits, govern their success and behaviours in school. However, other people, such as family members, also contribute to children’s academic development in many ways, e.g., by preparing them for school, helping them learn and establish learning habits, or participating in their school life (Desforges & Abouchaar, 2003; Epstein, 1990) . Generally, parental involvement may be conceptualised in different ways, typically including various activities occurring at home or at school, such as talking with children about school activities or supervising their homework, communication with school, as well as participating in school boards and activities (Bakker et al., 2007; Pomerantz et al., 2007) . Such involvement is important for various child outcomes (c.f. Fan & Chen, 2001; Patall et al., 2008) . However, although previous research has demonstrated the general relevance of parental characteristics and behaviours for children’s academic lives, results pertaining to the impact of parents’ and children’s beliefs suggest somewhat more equivocal findings, in the sense that their contribution depends on the context of par","cbCaikLGzz07g2Ku","https://ap.wps.com/l/cbCaikLGzz07g2Ku","pdf",260165,24,"English","# Introduction\n## Children’s understanding of their own school involvement and parents’ support","[{\"question\":\"What does the study examine regarding parental factors?\",\"answer\":\"It examines how parental self-efficacy and parents’ perceived involvement contribute to students’ academic achievement, perceived academic control, and achievement goals.\"},{\"question\":\"How does parental self-efficacy relate to children’s outcomes?\",\"answer\":\"Parental self-efficacy predicts students’ perceived academic control and achievement goals focused on avoidance.\"},{\"question\":\"How does perceived parental involvement affect students?\",\"answer\":\"Perceived parental involvement predicts perceived academic control and achievement goals, including mastery approach goals and work avoidance goals.\"}]","The Role of Parental Self-Efficacy in Explaining Children’s Academic Outcomes | PDF",1792086681]