Abstract
Although teacher feedback and teacher support are believed as important predictors of student resilience, few studies have compared their effects on student resilience and explored how such effects are mediated by students’ achievement goals. To address this gap, this study analysed the PISA 2018 student survey data on the four variables (i.e., student resilience, teacher feedback, teacher support and achievement goals) obtained from 41,872 participants (girls = 20,527; boys = 21,345) in six academically high-performing East Asian countries/ economies. The findings showed that (i) mastery and performance-approach goals significantly and positively predicted student resilience while the impacts of performance-avoidance goals on student resilience were negative; (ii) teacher feedback exerted a significant positive influence on student resilience both directly and indirectly, and the indirect influence was mediated by students’ achievement goals; and (iii) teacher support had only an indirect significant positive effect on student resilience mediated by achievement goals. This study establishes a mediation model to associate teacher feedback and support with student resilience via students’ achievement goals. It also reveals the cultural relevance of student resilience. The findings have implications for East Asian teachers to cultivate resilient students in changing times.
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Appendix
Appendix
Items of the chosen measure in PISA 2018 student survey.
Construct | Name | Content | Scaling |
|---|---|---|---|
Student resilience | SR1 | I usually manage one way or another | 1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree |
SR2 | I feel proud that I have accomplished things | ||
SR3 | I feel that I can handle many things at a time | ||
SR4 | My belief in myself gets me through hard times | ||
SR5 | When I’m in a difficult situation, I can usually find my way out of it | ||
Teacher feedback | TF1 | The teacher gives me feedback on my strengths in this subject | 1 = never or almost never; 2 = some lessons; 3 = many lessons; 4 = every lesson or almost every lesson |
TF2 | The teacher tells me in which areas I can still improve | ||
TF3 | The teacher tells me how I can improve my performance | ||
Teacher support | TS1 | The teacher shows an interest in every student's learning | 1 = never or hardly ever; 2 = some lessons; 3 = most lessons; 4 = every lesson |
TS2 | The teacher gives extra help when students need it | ||
TS3 | The teacher helps students with their learning | ||
TS4 | The teacher continues teaching until the students understand | ||
Mastery goals | MG1 | My goal is to learn as much as possible | 1 = not at all true of me; 2 = slightly true of me; 3 = moderately true of me; 4 = very true of me; 5 = extremely true of me |
MG2 | My goal is to completely master the material presented in my classes | ||
MG3 | My goal is to understand the content of my classes as thoroughly as possible | ||
Performance-approach goals | ApG1 | I enjoy working in situations involving competition with others | 1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree |
ApG 2 | It is important for me to perform better than other people on a task | ||
ApG 3 | I try harder when I’m in competition with other people | ||
Performance-avoidance goals | AvG1 | When I am failing, I worry about what others think of me | 1 = strongly disagree; 2 = disagree; 3 = agree; 4 = strongly agree |
AvG2 | When I am failing, I am afraid that I might not have enough talent | ||
AvG3 | When I am failing, this makes me doubt my plans for the future |
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Zhan, Y., Wan, Z.H., Chen, J. et al. How is Student Resilience Affected by Teacher Feedback, Teacher Support, and Achievement Goals? A Mediation Model Based on PISA 2018 Survey Data. Asia-Pacific Edu Res 33, 671–682 (2024). https://doi.org/10.1007/s40299-023-00764-8
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DOI: https://doi.org/10.1007/s40299-023-00764-8