# Goal-setting mechanisms in educational management: a psychological perspective on student and teacher behavior

## TL;DR

This paper examines how goal-setting in education affects student and teacher behavior through psychological factors like motivation and self-efficacy.

## Contribution

The study identifies chain mediation effects of psychological factors in the impact of goal-setting on educational behaviors.

## Key findings

- Goal-setting positively affects student learning behavior (β=0.42) and teacher teaching behavior (β=0.38).
- Learning motivation and self-efficacy mediate the effect on students, while professional identity and teaching efficacy mediate on teachers.
- Organizational support moderates the relationships between goal-setting and educational behaviors.

## Abstract

To explore the psychological mechanisms and behavioral impacts of goal-setting mechanisms in educational management.

A cross-sectional survey was conducted with 1,247 students and 358 teachers from 15 schools; data were analyzed using structural equation modeling, multilevel regression, and mediation effect testing.

Goal-setting mechanisms positively affected student learning behavior (β = 0.42, p < 0.001) and teacher teaching behavior (β = 0.38, p < 0.001); learning motivation and self-efficacy played a chain mediating role in students (indirect effect=0.21, 95%CI[0.15,0.28]), while professional identity and teaching efficacy mediated in teachers (indirect effect=0.19, 95%CI[0.12,0.26]); organizational support significantly moderated these relationships.

Scientific goal-setting promotes positive teaching and learning behaviors through psychological pathways, providing insights for educational management.