The impact of teacher and parent support on academic achievement in secondary vocational students: The roles of learning engagement and achievement goal orientation

Abstract

This study examines the impact of teacher and parent support on the academic performance of secondary vocational students, with a focus on their interaction. By surveying 710 students in Shanghai using a self-determination theory-based scale, data were analyzed with Statistical Product and Service Solutions (SPSS) and Analysis of Moment Structures (AMOS). Results show that autonomy, emotional, and ability support from both parents and teachers significantly enhance academic performance. Learning engagement mediates the relationship between support and achievement, while achievement goal orientation moderates the effect of support on engagement. Furthermore, the interaction between teacher and parent support influences learning engagement. These findings highlight the importance of addressing students' psychological needs, fostering cooperation between families and schools, and guiding students toward goal orientation and a positive learning mindset, improving academic outcomes.