The role of classroom relationships in achievement goals and self-regulated learning strategy use for Hong Kong primary school students

The current study investigated the role of classroom relationships in both academic and social achievement goals and self-regulated learning (SRL) strategy use with 423 4th graders in Hong Kong. The findings of structural equation modelling (SEM) with cluster-robust standard errors revealed that teacher-student relationships predicted all types of academic and social achievement goals, while peer relationships demonstrated stronger effects on social achievement goals. Further, different types of achievement goals, namely, academic mastery, academic performance-avoidance, social performance-approach, and social performance-avoidance goals were associated with use of a range of SRL strategies. Moreover, the mediation effect of academic mastery goals was identified between teacher-student relationships and SRL strategy use. The intertwined nature of social and academic lives, as well as the multiple pathways relating classroom relationships to achievement goals and SRL strategy use in the EFL context are discussed.