Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis.
Saved in:
| Title: | Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis. |
|---|---|
| Authors: | Zhao, Ningning, Dou, Diya, Chen, Xiaohan, Chen, Fumei, Luo, Rui, Zhu, Xiaoqin, Xiang, Guo‐Xing |
| Source: | British Journal of Educational Psychology. Jun2025, Vol. 95 Issue 2, p603-626. 24p. |
| Subjects: | Language & languages, Psychology of teachers, Mathematics, Research funding, T-test (Statistics), Multiple regression analysis, Goal (Psychology), Descriptive statistics, Middle school students, Academic achievement, School children, Student attitudes, Psychology of parents |
| Geographic Terms: | China |
| Abstract: | Background: The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement goals set by parents and teachers. However, limited research has examined how the congruence of perceived parents' and teachers' achievement goals is associated with students' academic performance. Aims: The current study sought to investigate the impact of congruence and discrepancy between students' perceptions of teachers' and parents' achievement goals, including mastery goals and performance goals, on students' academic performance in mathematics and language. Sample and Methods: Data were collected from a sample of 4944 Chinese students from Grades 3 to 8 using self‐reported questionnaires. Polynomial regression with response surface analyses were employed to analyse the data. Results: The results indicated that students' performance in both mathematics and language improved when congruence levels were high in perceived teachers' and parents' mastery goals. Conversely, the congruence level between perceptions of teachers' and parents' performance goals was only related to students' mathematics performance. Conclusions: The findings underscore the significance of congruence between perceived teachers' and parents' achievement goals in influencing students' academic performance. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement goals set by parents and teachers. However, limited research has examined how the congruence of perceived parents' and teachers' achievement goals is associated with students' academic performance. Aims: The current study sought to investigate the impact of congruence and discrepancy between students' perceptions of teachers' and parents' achievement goals, including mastery goals and performance goals, on students' academic performance in mathematics and language. Sample and Methods: Data were collected from a sample of 4944 Chinese students from Grades 3 to 8 using self‐reported questionnaires. Polynomial regression with response surface analyses were employed to analyse the data. Results: The results indicated that students' performance in both mathematics and language improved when congruence levels were high in perceived teachers' and parents' mastery goals. Conversely, the congruence level between perceptions of teachers' and parents' performance goals was only related to students' mathematics performance. Conclusions: The findings underscore the significance of congruence between perceived teachers' and parents' achievement goals in influencing students' academic performance. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00070998 |
| DOI: | 10.1111/bjep.12742 |
