ArticleThe British journal of educational psychology2025
Exploring the congruence between perceived parent-teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis.
Article in The British journal of educational psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- Exploring the congruence between perceived parent-teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis.The British journal of educational psychology · 2025Article
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7 authors.
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Abstract
backgroundThe 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.
aimsThe 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
methodsData 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.
resultsThe 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.
conclusionsThe findings underscore the significance of congruence between perceived teachers' and parents' achievement goals in influencing students' academic performance.
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