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.
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.
Original language | English |
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Journal | British Journal of Educational Psychology |
DOIs | |
Publication status | E-pub ahead of print - 28 Jan 2025 |
Bibliographical note
Publisher Copyright:© 2025 The Author(s). British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
Funding
This work was supported by the Key Project of National Language Commission on National Reading Standards Construction Research [grant number WT145-43]. The APC is supported by an internal research grant at the Hong Kong Polytechnic University to Dr. Dou Diya (No. P0051161).
Keywords
- academic performance
- achievement goals
- response surface analysis
- teacher–parent congruence