Performance goals played a constructive role in students’ academic development. The purpose of this study is to explore which factors influence Chinese high school students’ performance goals and how they exert such influences.
This study conducted a questionnaire survey among 4,003 high school sophomores in a province in central of China, attempting to explore the influence mechanism of parental autonomy support, teacher autonomy support and psychological resilience on high school students’ performance goals, and further clarify which of the parental and teacher support played a stronger role. The coefficient omega () and confirmatory factor analysis (CFA) were used to examine the reliability and construct validity. The structural equation model (SEM) was employed to analyze the mediating model.
The results of SEM found that parental and teacher autonomy support could positively predict Chinese high school students’ performance goals; and psychological resilience played a partial mediating role between parental autonomy support, teacher autonomy support and performance goals, respectively. Through the Wald test, this study found that, compared with teacher autonomy support, the mediating impact of parental autonomy support on high school students’ performance goals through psychological resilience was stronger.
The above research findings contributed to the theoretical research on deeply revealing the factors of high school students’ performance goals, and provided empirical evidence for education administrative departments, parents and teachers to provide more effective support and help for high school students with performance goals, having good practical value.
