The Role of Classroom Relationships in Achievement Goals and Self-Regulated Learning Strategy Use for Hong Kong Primary School Students
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| Title: | The Role of Classroom Relationships in Achievement Goals and Self-Regulated Learning Strategy Use for Hong Kong Primary School Students |
|---|---|
| Language: | English |
| Authors: | Barry Bai (ORCID |
| Source: | Educational Psychology. 2026 46(2):311-330. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Students, Academic Achievement, Self Management, Learning Strategies, Foreign Countries, Grade 4, Goal Orientation, Teacher Student Relationship, Peer Relationship, English (Second Language), Second Language Learning, Sino Tibetan Languages, Public Housing, Government School Relationship, Second Language Instruction |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1080/01443410.2025.2591648 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | The current study investigated the role of classroom relationships in both academic and social achievement goals and self-regulated learning (SRL) strategy use with 423 4th graders in Hong Kong. The findings of structural equation modelling (SEM) with cluster-robust standard errors revealed that teacher-student relationships predicted all types of academic and social achievement goals, while peer relationships demonstrated stronger effects on social achievement goals. Further, different types of achievement goals, namely, academic mastery, academic performance-avoidance, social performance-approach, and social performance-avoidance goals were associated with use of a range of SRL strategies. Moreover, the mediation effect of academic mastery goals was identified between teacher-student relationships and SRL strategy use. The intertwined nature of social and academic lives, as well as the multiple pathways relating classroom relationships to achievement goals and SRL strategy use in the EFL context are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502820 |
| Database: | ERIC |
| Abstract: | The current study investigated the role of classroom relationships in both academic and social achievement goals and self-regulated learning (SRL) strategy use with 423 4th graders in Hong Kong. The findings of structural equation modelling (SEM) with cluster-robust standard errors revealed that teacher-student relationships predicted all types of academic and social achievement goals, while peer relationships demonstrated stronger effects on social achievement goals. Further, different types of achievement goals, namely, academic mastery, academic performance-avoidance, social performance-approach, and social performance-avoidance goals were associated with use of a range of SRL strategies. Moreover, the mediation effect of academic mastery goals was identified between teacher-student relationships and SRL strategy use. The intertwined nature of social and academic lives, as well as the multiple pathways relating classroom relationships to achievement goals and SRL strategy use in the EFL context are discussed. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2025.2591648 |
