AlbailiM. A. (1998), ‘Goal orientations, cognitive strategies and academic achievement among United Arab Emirates college students’, Educational Psychology18, 195–203.
2.
AmesC. (1992), ‘Classrooms: Goals, structures, and student motivation’, Journal of Educational Psychology84, 261–71.
3.
AmesC.ArcherJ. (1988), ‘Achievement goals in the classroom: Student learning strategies and motivation processes’, Journal of Educational Psychology80, 260–67.
4.
ArcherJ. (1994), ‘Achievement goals as a measure of motivation in university students’, Contemporary Educational Psychology19, 430–46.
5.
BaumrindD. (1967), ‘Child care practices anteceding three patterns of preschool behaviour’, Genetic Psychology Monographs75, 43–88.
BuriJ. R. (1991), ‘Parenting Authority Questionnaire’, Journal of Personality Assessment57, 110–19.
8.
ChaoR. R. (1994), ‘Beyond parental control and authoritarian parenting style: Understanding Chinese parenting through the cultural notion of training’, Child Development65, 1111–19.
9.
ChaoR. K.SueS. (1996), ‘Chinese parental influence and their children's school success: A paradox in the literature on parenting styles’, in LauS., (ed.) Growing up the Chinese Way: Chinese Child and Adolescent Development, Hong Kong: Chinese University Press.
10.
DornbuschS. M.RitterP. L.LeidermanH.RobertsD. F.FraleighM. J. (1987), ‘The relation of parenting style to adolescent school performance’, Child Development58, 1244–57.
11.
DweckC. S. (1986), ‘Motivational processes affecting learning’, American Psychologist41, 1040–8.
12.
DweckC. S.LeggettE. L. (1988), ‘A social-cognitive approach to motivation and personality’, Psychological Review95, 256–73.
13.
ElliottE. S.DweckC. S. (1988), ‘Goals: An approach to motivation and achievement’, Journal of Personality and Social Psychology54, 5–12.
14.
EpsteinJ. L. (1989), ‘Family structures and student motivation: A developmental per-spective’, in AmesC.AmesR. (eds), Research on Motivation in Education III, Goals and Cognitions, Orlando FL: Academic Press.
15.
FangP.XiongD.GuoC. Y. (2003), ‘The effect of parenting styles on children's academic achievement’, Psychological Science China26, 78–81.
16.
GinsburgG. S.BronsteinP. (1993), ‘Family factors related to children's intrinsic/extrinsic motivational orientations and academic performance’, Child Development64, 1461–74.
17.
GonzalezA. R.GreenwoodG. E.Wen HsuJ. (2001), ‘Undergraduate students' goal orientations and their relationship to perceived parenting styles’, College Student Journal35, 182–92.
18.
GonzalezA. R.HolbeinM. F. D.QuilterS. (2002), ‘High-school students' goal orientations and their relationship to perceived parenting styles’, Contemporary Educational Psychology27, 450–70.
19.
GreeneB. A.MillerR. B. (1996), ‘Influences on achievement: Goals, perceived ability, and cognitive engagement’, Contemporary Educational Psychology21, 181–92.
20.
GrolnickW. S.RyanR. M. (1989), ‘Parent styles associated with children's self-regulation and competence in school’, Journal of Educational Psychology81, 143–54.
21.
GrolnickW. S.RyanR. M.DeciE. L. (1991), ‘Inner resources for school achievement: Motivational mediators of children's perceptions of their parents’, Journal of Educational Psychology83, 508–17.
22.
HoF. Y. F. (1987), ‘Fatherhood in Chinese culture’, in LambM. E., (ed.) The Father's Role: Cross-cultural Perspectives, Hillsdale NJ: Erlbaum.
23.
LambornS. D.BrownB. B.MountsN. S.SteinbergL. (1992), ‘Putting school in perspective: The influence of family, peers, extracurricular participation, and part-time work on achievement’, in NewmanF. M., (ed.) Student Engagement and Achievement in American Secondary Schools, New York: Teachers' College Press.
24.
LangO. (1968), Chinese Family and Society, New Haven CT: Yale University Press.
25.
LinD.FuV. (1990), ‘A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents’, Child Development61, 429–33.
26.
MaccobyE. E.MartinJ. A. (1983), ‘Socialization in the context of the family: Parent-child interaction’, in HetheringtonE. M., (ed.) Handbook of Child Psychology IV, Socialization, Personality, and Social Development, 4th edn, New York: Wiley.
27.
MaehrM. L.BraskampL. (1986), The Motivation Factor: A Theory of Personal Investment, Lexington MA: Heath.
28.
MinnaertA.JanssenP. J. (1992), ‘Success and progress in higher education: A structural model of studying’, British Journal of Educational Psychology62, 184–92.
29.
PintrichP. R. (2000), ‘An achievement goal theory perspective on issues in motivation terminology, theory, and research’, Contemporary Educational Psychology25, 92–104.
30.
PintrichP. R.GarciaT. (1991), ‘Student goal orientation and self-regulation in the college classroom’, inAdvances in Motivation and AchievementVII, Greenwich CT: JAI Press.
31.
PintrichP. R.SchunkD. H. (2000), Motivation in education: Theory, Research, and Applications, 2nd edn, Englewood Cliffs NJ: Prentice Hall.
32.
RoedelT. D.SchrawG.PlakeB. S. (1994), ‘Validation of a measure of learning and performance goal orientations’, Educational and Psychological Measurement54, 1013–21.
33.
ShekT. L. (1998), ‘Adolescents' perceptions of paternal and maternal styles in a Chinese context’, Journal of Psychology132, 527–37.
34.
ShekT. L.ChanL. K.LeeT. Y. (1997), ‘Parenting styles, parent-adolescent conflict and psychological well-being of adolescents with low academic achievement in Hong Kong’, International Journal of Adolescent Medicine and Health9, 233–47.
35.
SteinbergL.LambornS.DornbuschS.DarlingN. (1992), ‘Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed’, Child Development63, 1266–81.
36.
SteinbergL.LambornS. D.DarlingN.MountsN. S.DornbuschS. M. (1994), ‘Overtime changes in adjustment and competence among adolescents from authoritative, authoritarian, indulgent, and neglectful families’, Child Development65, 754–70.