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This study examined the relations between achievement goals, self-regulated learning (SRL), and English learning achievement as well as the contributions of perceived teachers’ and parents’ goal emphases to students’ achievement goal adoption. Participants were 520 4 th  graders in Hong Kong, who learn English as a second or foreign language (ESL/EFL). Multivariate analyses of variance (MANOVAs) revealed that high achievers reported a higher level of mastery goals and SRL strategy use than average achievers, who in turn outperformed low achievers. Mastery goals positively predicted SRL strategy use, whereas performance-avoidance goals negatively predicted SRL strategy use. SRL strategy use, in turn, was a significant predictor of English learning achievement. Perceived teachers’ and parents’ mastery goal emphases positively predicted students’ mastery goals; parents’ performance goal emphases positively predicted students’ performance-approach and performance-avoidance goals. Parents’ mastery goal emphases negatively predicted students’ performance-avoidance goals. Important implications are drawn.

Whose goal emphases play a more important role in ESL/EFL learners’ motivation, self-regulated learning and achievement?: Teachers’ or parents’