Who Matters, Teacher or Parents?

Abstract

Published in Tsinghua Journal of Education, the study examines the influence of parents and teachers on students' academic performance in Chinese through a survey of more than 4,000 students in grades 3 to 6. Based on the achievement goal theory, this study constructs a theoretical model of the relationship between students' perceived achievement goals and their academic achievements in Chinese and takes learning style as a mediator variable to explore the influence of students' perceived achievement goals from teachers and parents on their academic achievements in Chinese.