Effects of Parent-Child Relationships and Classroom Goal Structures on Motivation, Help-Seeking Avoidance, and Cheating

By M. Bong. 2008

221 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a8fd74adc681475d968fef55013e55dc3060383f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Sung-il Kim
2. M. Bong
3. Arum Noh
4. A. Hwang
5. Juyeon Song
6. Yi Jiang
7. Minhye Lee
8. Weihua Fan

In Social Psychology

1. M. Bong
2. Sung-il Kim
3. G. L. Callan
4. T. Cleary
5. Juyeon Song
6. Arum Noh
7. A. Hwang
8. Minhye Lee

Citations in the corpus

• Age-Related Differences in Achievement Goal Differentiation. (2009, methodology): “The translated items on achievement goals and self-efficacy (Bong, 2001, 2005, 2008; Joo, Bong, & Choi, 2000), help-seeking avoidance (Bong, 2008), and cognitive and self-regulatory strategy use (Bong, 2008; Joo et al., 2000) had been used successfully in prior research with different groups of Kore”
• Student Self-Regulated Learning in an Urban High School (2014, background): “Although some studies have examined the relation between selfefficacy and help-seeking behaviors (Bong, 2008; Ryan & Shin, 2011), the precise nature of the relationship is inconsistent and needs to be studied in greater depth.”
• Parental Involvement in Predicting School Motivation: Similar and Differential Effects Across Ethnic Groups (2012, background): “Research has indicated that self-efficacy is a powerful predictor of academic behaviors such as cognitive competencies, academic achievement (Bong, 2008), effort, persistence (Schunk & Zimmerman, 2006), and cognitive-strategy use (Pajares, 1996; Zimmerman, 2000).”
• Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, methodology): “The resulting translated scales have been used successfully with Korean students of varying ages in previous research, (e.g. Bong, 2005, 2008).”
• Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, methodology): “Studies using path analysis have also found that self-efficacy mediates the influence of mastery-oriented classrooms on performance (Bong, 2008; Greene, Miller, Crowson, Duke, & Akey, 2004).”
• Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation (2020, background): “Numerous studies have investigated the relationship between academic self-efficacy and academic dishonesty (Bong 2008; Murdock et al. 2001; Tas and Tekkaya 2010).”
• Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “Moreover, self-efficacy appears to mediate the impact of teacher behaviors on academic performance, persistence, effort, and other areas of cognitive and affective functioning (Bong, 2008; Greene, Miller, Crowson, Duke, & Akey, 2004; Wolters, 2004).”
• The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation (2010, background): “Self-efficacy consistently predicts academic achievement (Bong, 2008) due to its effects on effort and persistence, because students who demonstrate greater senses of self-efficacy are more likely to put forth the necessary effort and persist longer when facing academic challenges (Schunk &…”
• Perfectionism and Motivation of Adolescents in Academic Contexts. (2014, methodology): “High parental pressure functions as a source of conflict between Korean parents and children, which increases acceptability of cheating behavior among Korean adolescents (Bong, 2008).”