| The present research was designed to establish the influence of parental academic communication, living situation, perceived parental achievement goals, and ethnic identity (REI connectedness, REI awareness of racism, and REI embedded achievement) on minority college students' adoption of personal achievement goal orientations (mastery approach mastery avoidance, performance approach, and performance avoidance) in college courses. A factor analysis was initially conducted to reveal three separate perceived parental goals: perceived parental mastery approach goals, perceived parental mastery avoid goals, and perceived parental performance goals. Additional regression analyses conducted revealed the influence of ethnicity, living situation, gender, perceived parental achievement goals, and racial ethnic identity on students' adoption of mastery approach, performance approach, and performance avoid goals. The results of the current research also suggest that increased parent academic communication may influence students' personal goals for improving their skills and their grades in college. Results suggest that in the period of emerging adulthood, parents may continue to have an influence on ethnically diverse students' adoption of achievement goals in college. In addition, as these students form their identities, a greater belief of the importance of achievement to their ethnic groups may also play an influential role in their adoption of achievement goals. |
