Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis

Ningning ZHAO; Diya DOU; Xiaohan CHEN; Fumei CHEN; Rui LUO; Xiaoqin ZHU; Guo-Xing  XIANG

doi:10.1111/bjep.12742

Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis

Ningning ZHAO
, Diya DOU^*
, Xiaohan CHEN^*
, Fumei CHEN
, Rui LUO
, Xiaoqin ZHU
, Guo-Xing XIANG

^*Corresponding author for this work

Department of Psychology

Research output: Journal Publications › Journal Article (refereed) › peer-review

2 Citations (Scopus)

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.

Original language	English
Pages (from-to)	603-626
Number of pages	24
Journal	British Journal of Educational Psychology
Volume	95
Issue number	2
Early online date	28 Jan 2025
DOIs	https://doi.org/10.1111/bjep.12742
Publication status	Published - Jun 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).

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

academic performance
achievement goals
response surface analysis
teacher–parent congruence

Access to Document

10.1111/bjep.12742Licence: CC BY-NC

Cite this

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title = "Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis",

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.",

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note = "Publisher Copyright: {\textcopyright} 2025 The Author(s). British Journal of Educational Psychology published by John Wiley \& Sons Ltd on behalf of British Psychological Society.",

year = "2025",

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doi = "10.1111/bjep.12742",

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Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis. / ZHAO, Ningning; DOU, Diya; CHEN, Xiaohan et al.
In: British Journal of Educational Psychology, Vol. 95, No. 2, 06.2025, p. 603-626.

Research output: Journal Publications › Journal Article (refereed) › peer-review

TY - JOUR

T1 - Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis

AU - ZHAO, Ningning

AU - DOU, Diya

AU - CHEN, Xiaohan

AU - CHEN, Fumei

AU - LUO, Rui

AU - ZHU, Xiaoqin

AU - XIANG, Guo-Xing

PY - 2025/6

Y1 - 2025/6

N2 - 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.

AB - 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.

KW - academic performance

KW - achievement goals

KW - response surface analysis

KW - teacher–parent congruence

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SN - 0007-0998

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JF - British Journal of Educational Psychology

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Exploring the congruence between perceived parent–teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

Access to Document

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