This study aimed to investigate how undergraduate students' perceived parenting styles affect their beliefs in the value of learning task and achievement goal orientations, and to explore task value as a mediator between parenting styles and achievement goal orientations. Participants of this study include students from three universities in mainland China (colleges level as band 1 and band 2), in total 271 effective participants took part in the study by filling out the self-report questionnaires. The conclusions were as follows: 1. Male and female students differ in paternal/ maternal parenting styles, male students perceived higher paternal and maternal authoritarianism than female students. 2. One-child students and students who have brothers or sisters differ in paternal/ maternal parenting styles, One-child students perceived higher paternal and maternal authoritativeness/ permissiveness than the students who have brothers or sisters. 3. Female students perceived higher attainment value than male students, and one-child students perceived higher attainment value than the students who have brothers or sisters. 4. One-child students perceived higher mastery goal orientation than the students who have brothers or sisters. 5. Paternal authoritativeness was found to predict task value and mastery /performance approach goal orientation. Maternal authoritativeness was found to predict intrinsic value and utility value, which in turn predicts mastery /performance approach goal orientation. 6. Paternal authoritarianism was related to performance-avoidance goal orientation. And maternal authoritarianism was found to predict attainment value and mastery/ performance-avoidance goal orientation. 7. Parental permissiveness was significantly positively related to intrinsic value and utility value. 8. Task value was found to predict mastery goal and performance approach goal orientation. 9. Attainment value served as a mediator between maternal authoritarianism and mastery /performance-avoidance goal orientation. Intrinsic value and utility value served as mediators between maternal authoritativeness and mastery /performance approach goal orientation. And all kinds of task value served as mediators between paternal authoritativeness and mastery /performance approach goal orientation.

本研究旨在調查大學生的父母教養風格對其學習任務價值信念以及成就目 標取向的影響，并探討任務價值在父母教養風格與成就目標取向之間的中介作 用。本次研究以來自三所內地大學（院校層次為一、二類大學）的 271 名學生為 有效研究對象，通過填寫自陳式問卷的方式參與研究。主要研究結果如下： （一）父親、母親教養風格在子女性別上存在顯著差異。父親、母親的專制上男 生高於女生。 （二）父親、母親教養風格在獨生與非獨生子女上存在顯著差異。父親、母親的 民主上獨生子女高於非獨生子女；父親縱容上獨生子女顯著高於非獨生子 女；母親專制上獨生子女顯著高於非獨生子女。 （三）任務價值信念上存在性別、是否獨子化的差異。其中獲取價值上女生顯著 高於男生、非獨生子女顯著高於獨生子女。 （四）成就目標取向上存在是否獨子化的差異。其中掌握目標取向上非獨生子女 顯著高於獨生子女。 （五）父親民主可以積極預測任務價值各個維度，同時可以積極預測掌握目標與 追求表現目標；母親民主能積極預測任務價值中的內部價值、效用價值兩個 維度，同時可以積極預測掌握目標及追求表現目標取向。 （六）父親專制與避免表現目標顯著正相關；母親專制可以消極預測任務價值中 的獲取價值，同時可以消極的預測掌握目標取向、積極的預測避免表現目標 取向。 （七）父母親縱容與任務價值中的內部價值、效用價值顯著正相關。 （八）任務價值對掌握目標取向與追求表現目標取向均有積極預測作用。 父母教養風格、學習任務價值及成就目標取向之關係研究——以中國內地大學生為例 II （九）母親專制以獲取價值為中介，間接影響掌握目標、避免表現目標取向。母 親民主則以內部價值或效用價值為中介，間接影響掌握目標取向、追求表現 目標取向。父親民主以任務價值各維度為中介，間接影響掌握目標取向、追 求表現目標取向。