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 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.