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Effects of Perceived Parental and Personal Goal Orientations on Student Engagement in Mathematics Lessons: Differences Between Underclassmen and Upperclassmen

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  • Hülya Yıldızlı
  • Ali Bostancioglu

Abstract

Researchers studying achievement goal orientations theory generally approached it with a domain-generic perspective. Learners’ goals and motivation to learn, however, can vary by subject. This study examined the relationships among perceived parental goals, students’ personal goals, and engagement in a subject-specific domain (mathematics lessons), a novel context (Türkiye) and era (post COVID-19). The study explored how goals are adopted and how they affect engagement taking learners’ age into account. The participants comprised of 875 adolescents enrolled in high schools in Türkiye. For comparison purposes, they were grouped as underclassmen (9th and 10th graders) and upperclassmen (11th and12th graders). SEM analyses revealed that parental goals had a strong influence on adolescents’ adoption of personal goals. Parental mastery-approach goals had significant medium effects on students’ mastery-approach goals (underclassmen: β = .454, f 2  = 0.21; upperclassmen: β = .478, f 2  = 0.27, p  

Suggested Citation

  • Hülya Yıldızlı & Ali Bostancioglu, 2025. "Effects of Perceived Parental and Personal Goal Orientations on Student Engagement in Mathematics Lessons: Differences Between Underclassmen and Upperclassmen," SAGE Open, , vol. 15(3), pages 21582440251, July.
    • Handle: RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251352953
    DOI: 10.1177/21582440251352953
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