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

作     者：Zhao, Ningning Dou, Diya Chen, Xiaohan Chen, Fumei Luo, Rui Zhu, Xiaoqin Xiang, Guo-Xing 

作者机构：Beijing Normal Univ Sch Chinese Language & Literature Beijing Peoples R China Hong Kong Polytech Univ Dept Appl Social Sci Hong Kong Peoples R China Beijing Normal Univ Collaborat Innovat Ctr Assessment Basic Educ Qual Beijing Peoples R China Beijing Normal Univ State Key Lab Cognit Neurosci & Learning Beijing Peoples R China Lingnan Univ Dept Psychol Hong Kong Peoples R China 

出 版 物：《BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY》 (Br. J. Educ. Psychol.)

年 卷 期：2025年第95卷第2期

页      面：603-626页

核心收录：

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0401[教育学-教育学] 04[教育学] 

基　　金：Ministry of Education of the People's Republic of China [WT145-43] Key Project of National Language Commission on National Reading Standards Construction Research [P0051161] Hong Kong Polytechnic University 

主　　题：academic performance achievement goals response surface analysis teacher-parent congruence 

摘      要：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 *** 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 *** 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 *** 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 *** findings underscore the significance of congruence between perceived teachers and parents achievement goals in influencing students academic performance.