Perceived parental stress in face of kindergarten children’s academic setback: Roles of parents’ goals and education

Perceived parental stress in face of kindergarten children’s academic setback: Roles of parents’ goals and education

• Tang, Elaine The Education University of Hong Kong
• Cheng, Wing Yi Rebecca The Education University of Hong Kong
• Fung, Wing Kai The Education University of Hong Kong

European Journal of Psychology of Education, 2020

Springer Netherlands

2020

• A Human Growth & Development
  • AF Family & Development, Family Relationship, Reproduction & Child Rearing, Family Education, Parental Involvement

Parental Stress Parents’ Goals Parents’ Education Academic Setback Kindergarten Children

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Previous research studies have demonstrated the link between parents’ education and parental stress level. However, these studies have not taken parents’ goal orientation into consideration. Based on the framework of goal orientation theory, we examined how parents’ goals would interact with parents’ education to affect perceived parental stress in face of children’s upsetting school experience. Participants were 189 parents of Hong Kong Chinese children studying in kindergartens. Using an experimental design, parents with various education backgrounds were randomly assigned to mastery or performance goals manipulation. The interaction between parents’ goals and parents’ education on perceived parental stress was investigated. Results from the two-way ANOVA indicated the significant main effect of parents’ goals, while the main effect of parents’ education and the interaction effect between parents’ goals and parents’ education were both nonsignificant. Regardless of parents’ education, parents in the performance goals condition reported significantly higher parental stress than those in the mastery goals condition. The findings highlight the utility of fostering parents’ mastery goal orientation to improve their well-being and capacity to cope with children’s academic setback. Copyright © 2020 Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V.

• English

Journal Articles

• 02562928

• 10.1007/s10212-020-00477-2

https://bibliography.lib.eduhk.hk/bibs/288db5f6

2020-10-14