摘要：Starting from the basic idea that identifying predictive family factors for children#8217;s well-being is among the levels of the psychology of sustainable human development, our study aimed to investigate the impact of mothers#8217; achievement goal orientations and parental self-efficacy on their children#8217;s academic well-being, considering children#8217;s own achievement goals as a mediator variable. The entire sample comprised 350 participants: 175 children (42.86% boys) and their respective mothers. Children were enrolled in the 4th grade (in/i = 85; Msubage/sub = 10.44, SD = 0.49), in the 8th grade (in/i = 62; Msubage/sub = 14.45, SD = 0.53), and in the 12th grade (in/i = 28; Msubage/sub = 18.39, SD = 0.62). The results indicated that mothers#8217; motivational orientations had a effect on their children#8217;s corresponding motivational orientations. Mothers#8217; achievement goal orientations and parental self-efficacy had significant effects on children#8217;s well-being, mediated by children#8217;s goal orientations. Children#8217;s well-being was positively predicted by mothers#8217; mastery and performance-approach goal orientations, with variations between age groups. The importance of the parental motivational orientations in the development of the children#8217;s corresponding orientations and well-being suggests that changing academic adaptation might be possible by operating early interventions at the parents#8217; level. Further research is necessary to explore why performance-approach goals had a positive impact on well-being in this cultural context, as previous studies revealed that this type of goal orientation may be detrimental to well-being.
