Teacher support correlates with mastery-approach and performance-approach goals and engagement, but not with avoidance-oriented goals¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Bivariate correlations showed teacher support positively associated with mastery-approach (r = 0.304), performance-approach (r = 0.277), and engagement (r = 0.435), but not significantly related to mastery-avoidance (r = 0.010) or performance-avoidance (r = 0.019) goals. → Yongliang Wang & Yaobo Wang 2026

Evidence¶

Yongliang Wang & Yaobo Wang 2026¶

Yongliang Wang & Yaobo Wang. (2026). Explaining learning engagement in AI-assisted learning through teacher support and achievement goals: insights from goal-setting theory. Humanities and Social Sciences Communications 13:1215. https://doi.org/10.1057/s41599-026-07636-8

q2 · i? · associational · r2

Preliminary Pearson correlation analysis of all study variables (Table 1) showed consistent positive associations among major variables; teacher support correlated with engagement (r = 0.435), mastery-approach (r = 0.304), and performance-approach (r = 0.277), while "teacher support was not significantly related to either mastery-avoidance or performance-avoidance goals".

"However, teacher support was not significantly related to either mastery-avoidance or performance-avoidance goals, and the relationship between mastery-avoidance and performance-approach was weak."

Discussion¶

Learner Variables¶

• Achievement Goal Orientation — outcome: instruction changes it

Related Claims¶

• Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — related
• Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning — related
• Achievement goals show small consistent correlations with academic achievement, positive for approach goals and negative for avoidance goals — related
• Only mastery-approach and performance-approach goals mediate the relationship between teacher support and engagement in AI-assisted English learning — related
• Mastery-approach goals are positively related to time management, while performance-approach relations are inconsistent and performance-avoidance goals show no association — related