ERIC Number: EJ1352779
Record Type: Journal
Publication Date: 2022-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0044-118X
EISSN: EISSN-1552-8499
Available Date: N/A
How Does Self-Control Affect Academic Achievement of Adolescents? The Dual Perspectives of Teacher-Student Relationship and Mastery Approach Goals
Li, Caina; Song, Yining; Wang, Qi; Zhang, Bin
Youth & Society, v54 n8 p1402-1418 Nov 2022
This three-wave longitudinal study aimed to investigate whether the relationship between self-control and academic achievement, through mastery goals, was conditional on the nature of the teacher-student relationships. A total of 852 junior school students in China completed questionnaires about self-control, mastery goals, and teacher-student relationships. Academic achievement was obtained from the school. The analyses of moderated mediation effects based on structural equation modeling showed that teacher-student emotional conflict increased the negative effect of students' low self-control on academic achievement via mastery goals, whereas teacher-student emotional support failed to moderate this link. Thus, both mediating and moderating effects exist in the association between self-control and adolescents' academic achievement.
Descriptors: Academic Achievement, Adolescents, Self Control, Teacher Student Relationship, Mastery Learning, Foreign Countries, Conflict, Psychological Patterns, Cultural Influences, Middle School Students, Grade 7, Goal Orientation
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A
Author Affiliations: N/A