The relationship between family-school-community collaboration and students’ academic achievement: A Moderated Mediation Model

Family-school-community collaboration (FSCC) has a significant influence on students’ development and learning trajectories; however, research examining its impact on academic achievement remains limited. Based on the Proximal Process-Person-Context-Time (PPCT) model, this study investigated the mechanisms through which FSCC affects academic achievement. A total of 1473 families from primary and secondary schools participated in this study, and data about the children’s academic achievement over two semesters were collected. Using structural equation modeling, this research examined the effect of FSCC on academic achievement, the mediating role of teachers’ positive feedback, and the moderating effect of students’ self-regulated learning (SRL). The results revealed that FSCC exerted a positive and sustained effect on students’ academic achievement. Teachers’ positive feedback mediated this relationship, acting as a full mediator in the first semester and a partial mediator in the second. Additionally, SRL positively moderated the effect of FSCC on teachers’ positive feedback, with a stronger predictive effect observed among students with higher SRL. The study empirically verifies the PPCT model and extends the theoretical recognition of relationships among FSCC, teachers’ positive feedback, students’ SRL, and their academic achievement. Implications for educational practice include the recommendation for enhancing collaboration among families, schools, and communities, encouraging teachers to employ positive feedback strategies, and empowering students to develop stronger SRL abilities.