University of Sistan and Baluchestan Journal of Educational Psychology Studies 2228-6683 14 27 2017 09 23 Academic alienation among students: The role of parental psychological control and teacher goal emphasis Academic alienation among students: The role of parental psychological control and teacher goal emphasis 29 62 3419 10.22111/jeps.2017.3419 FA Parichehr Ashraf Razieh Sheikholeslami Journal Article 2017 10 30 The aim of this research was to investigate relationships between parental psychological control (consist of dependency-oriented and achievement-oriented) and teacher goal emphasis (consist of mastery, performance-avoidance and performance-approach) with academic alienation and its dimentiones (consist of negative attitudes toward school, academic unimpotance and academic disliking). The research plan was correlation. The participants were 371 students selected by multistage random cluster sampling method from junior high schools in Shiraz. The instruments used in this study were Composite Academic Alienation Scale, Parental Psychological Control Scale, and Teacher’s Emphasis on Goal Structure. The results from inter regression analysis showed that achievement-oriented of the parental psychological control predicts negative attitudes toward school, positively. Also, teacher’s mastery goal emphases negatively and teacher’s performance-avoidance goal emphases positively predicted academic alienation and its component. Teacher’s performance-approach goal emphases predicted academic unimportanc, negatively. Totally, parental psychological control and teacher goal emphasis could explain 2.3 % and 19% of variances of students’ academic alienation, respectively. The step-wise regression analysis indicated mastery and performance-avoidance goals emphases are the strongest prediction for academic alienation, respectively.. The results of this research showed the importance of teacher’s mastery and performance-avoidance goals emphases in students' academic alienation. Teachers can have been a crucial role in the prevention of academic alienation with focus on students' mastery of concepts and avoid comparing them The aim of this research was to investigate relationships between parental psychological control (consist of dependency-oriented and achievement-oriented) and teacher goal emphasis (consist of mastery, performance-avoidance and performance-approach) with academic alienation and its dimentiones (consist of negative attitudes toward school, academic unimpotance and academic disliking). The research plan was correlation. The participants were 371 students selected by multistage random cluster sampling method from junior high schools in Shiraz. The instruments used in this study were Composite Academic Alienation Scale, Parental Psychological Control Scale, and Teacher’s Emphasis on Goal Structure. The results from inter regression analysis showed that achievement-oriented of the parental psychological control predicts negative attitudes toward school, positively. Also, teacher’s mastery goal emphases negatively and teacher’s performance-avoidance goal emphases positively predicted academic alienation and its component. Teacher’s performance-approach goal emphases predicted academic unimportanc, negatively. Totally, parental psychological control and teacher goal emphasis could explain 2.3 % and 19% of variances of students’ academic alienation, respectively. The step-wise regression analysis indicated mastery and performance-avoidance goals emphases are the strongest prediction for academic alienation, respectively.. The results of this research showed the importance of teacher’s mastery and performance-avoidance goals emphases in students' academic alienation. Teachers can have been a crucial role in the prevention of academic alienation with focus on students' mastery of concepts and avoid comparing them https://jeps.usb.ac.ir/article_3419_be448878d52734ed55698b36f6ac578d.pdf