Self-regulated learning not only helps improve students’ current academic performance but also lays a foundation for lifelong learning. In this study, a questionnaire survey was conducted among 4003 Chinese high school sophomore students to gather data concerning self-regulated learning, parental educational support, resilience, and performance goals. This study aimed to verify the influence mechanism of parental educational support on high school students’ self-regulated learning, as well as the mediating roles of resilience and performance goals within this mechanism. The results of the structural equation model showed that parental educational support had a positive impact on students’ self-regulated learning. Resilience and performance goals not only played partial mediating roles between parental educational support and self-regulated learning respectively; but also exerted a chain mediating effect between parental educational support and self-regulated learning. These results, to a certain degree, expanded the theoretical research on the factors of high school students’ self-regulated learning. Meanwhile, based on the findings of this study, a series of measures for enhancing students’ self-regulated learning behaviors through home–school cooperation were proposed, which increased the practical value of this study.

Summary

Parental educational support exerts a positive impact on the development of students’ self-regulated learning. Therefore, parents ought to attach significance to the cultivation of high school students’ self-regulated learning, particularly in aspects like self-efficacy and intrinsic learning motivation.
Resilience, serving as an important protective factor for the development of high school students, assists students in maintaining a positive psychological state when attaining competitive goals, thereby more effectively promoting the positive effect of parental educational support on self-regulated learning. Consequently, this study proposes that parents should establish a sound communication mechanism with schools and formulate a collaborative support system of family education and school education through measures such as resilience education, psychological intervention, and training courses.
Under the collectivist values, students’ pursuit of performance goals exerts a positive influence on their self-regulated learning. It is imperative for parents to direct their children towards the establishment of suitable performance goals and to facilitate the development of students’ self-regulated learning by bolstering their resilience.

Conflicts of Interest

The authors declare no conflicts of interest.

Open Research

Data Availability Statement

Data sets generated during the current study are available from the corresponding author on reasonable request.

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

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Volume62, Issue8

August 2025

Pages 2742-2754

Do Resilience and Performance Goals Mediate the Relationship Between Parental Educational Support and Chinese High School Students’ Self-Regulated Learning? - Based on the Social Cognitive Theory

ABSTRACT

Summary

Conflicts of Interest

Open Research

Data Availability Statement

References

References

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Do Resilience and Performance Goals Mediate the Relationship Between Parental Educational Support and Chinese High School Students’ Self-Regulated Learning? - Based on the Social Cognitive Theory

ABSTRACT

Summary

Conflicts of Interest

Open Research

Data Availability Statement

References

References

Related

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