| The study investigated parenting styles, achievement motivation, and academic achievement among of 896 local children and migrant children from six middle high schools in Nanjing and Shanghai by examining the similarity and difference in the effects of parenting styles and achievement motivation on their academic achievement, as well as in the mediating function of achievement motivation in the prediction of academic achievement from parenting style.This study found that:(1) There is no significant difference between migrant children and local children in parenting styles, social-oriented achievement motivation, individual-oriented achievement motivation and academic achievement. But local children scored significantly higher than migrant children in mastery-approach goals. (2) Granted autonomy of parenting styles positively predicted local and migrant children's performance in Chinese subject; also positively predicted migrant children's performance in math and English matters. Social-oriented achievement motivation (SOAM) positively explained local and migrant children's performance in Chinese, math, and English matters; performance-approach goals positively predicted all the children's performance in math subject and also positively predicted migrant children's performance in Chinese. Mastery-approach goals only positively explained local students' performance in Chinese, math, and English matters, whereas performance-avoidance goals only positively predicted migrant students' performance in Chinese, math, and English matters. (3) For the two groups of children, IOAM fully mediated the relationship between granted autonomy and performance in Chinese and English. IOAM also fully mediated the relationship between granted autonomy and local students' performance in math subject. For the two groups of students, no significant mediation existed in the prediction of academic achievement from parenting styles. |
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