@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):13-20
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):13-20
Relationship between Achievement Goals and Academic Self-Efficacy; Mediation Role of Academic Engagement
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Samareh S. (*)Kezri Moghadam N. (1)
(*) Psychology Department, Literature & Human Sciences Faculty, Shahid Bahonar University, Kerman, Iran
(1) Psychology Department, Literature &Human Sciences Faculty, Shahid Bahonar University, Kerman, Iran
Correspondence
Address: Psychology Department, Faculty of Literature and Humanities, Shahid Bahonar University, Afzalipour Square, 22 Bahman Boulevard, Kerman, IranPhone: +983432530278
Fax: +983443214822
sulmaz_samareh@yahoo.com
Article History
Received: December 14, 2015Accepted: February 15, 2016
ePublished: March 28, 2016
ABSTRACT
Aims
Understanding the goals of achievement and educational self-efficacy of the students might lead to their more engagement and then, higher learning and academic scheivement. The aim of this study was to investigate the mediating role of academic engagement in a relation to the achievement goals with academic self-efficacy.
Instrument & Methods In the correlational study, 360 female and meale medical, nursing, midwifery, and paramedical students of Kerman Shahid Bahonar University of Medical Sciences were studied in 2015. The subjects were selected via cluster random sampling. Data was collected using acheivemnet goals, academic self-efficacy, and academic engagement questionnaires. To investigate the causal model of caheivement goals, academic engagement, and salf-efficacy, correlative descarptive (by SPSS 20 and Amos 22 softwares) and path analysis (based on structural equations modeling) methods were used.
Findings There were significant effects between mastery approach and mastery avoidance approach and academic engagement and academic self-efficacy (p<0.05). There was a correlation between the goal of positively mastery approach and motivational, cognitive, and behavioral engagements. The higher the motivational and cognitive engagements were, the higher the academic self-efficacy was. In addition, based on the model fitness indices, fitness of the model was favorable.
Conclusion Motivational and cognitive engagements play a complete mediator role between mastery approach goals and academic self-efficacy.
Instrument & Methods In the correlational study, 360 female and meale medical, nursing, midwifery, and paramedical students of Kerman Shahid Bahonar University of Medical Sciences were studied in 2015. The subjects were selected via cluster random sampling. Data was collected using acheivemnet goals, academic self-efficacy, and academic engagement questionnaires. To investigate the causal model of caheivement goals, academic engagement, and salf-efficacy, correlative descarptive (by SPSS 20 and Amos 22 softwares) and path analysis (based on structural equations modeling) methods were used.
Findings There were significant effects between mastery approach and mastery avoidance approach and academic engagement and academic self-efficacy (p<0.05). There was a correlation between the goal of positively mastery approach and motivational, cognitive, and behavioral engagements. The higher the motivational and cognitive engagements were, the higher the academic self-efficacy was. In addition, based on the model fitness indices, fitness of the model was favorable.
Conclusion Motivational and cognitive engagements play a complete mediator role between mastery approach goals and academic self-efficacy.
CITATION LINKS
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[30]Braten I, Stromso HL. Epistemological beliefs and implicit theories as predictors of achievement goal. Contemp Educ Psychol. 2004;29(4):371-88.
[31]Lee JQ, McInerney DM, Liem GAD, Ortiga YP. The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemp Educ Psychol. 2010;35(4):264-79.
[32]Khormaei F, Khayer M. Examine the relationship between goal orientation and approach to learning students. J Psycholo Univ Tabriz. 2008; 2(7):123-38. [Persian]
[33]Pintrich PR, De Groot EV. Motivational and self-regulated learning components of classroom academic performance. J Educ Psychol. 1990;82(1):33-40.
[34]Kjbaf MB, Molavi H, Shirazi AR. Study of the relationship between motivational beliefs and self-regulated learnings, and academic performance among high school students. J Adv Cogn Sci. 2003;5(1):27-33. [Persian]
[35]Taleby S, Zarer H, Rastegar A, Hassan Pour A. Feredricks academic engagement scale factor structure (cognitive, behavioral and motivational). J Res Educ Syst. 2012;8(24):1-16. [Persian]
[36]Kline RB. Principles and practice of structural equation modeling. 3rd edition. New York: Guilford Press; 2010.
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[38]Pirkamali MA, Momeni mahmoei H, Pakdaman M. Review of the relationship between self-efficacy of science teachers on motivation, attitude and academic achievement of fifth grade elementary school students. Research in Curriculum Planning, 2013;2(10):123-34. [Persian]
[39]Sirin SR, Rogers-sirin L. Components of school engagement among african american adolescents. Appl Dev Sci. 2005;9(1):5-13.
[40]Furrer C, Skinner E. Sense of relatedness as a factor in children’s academic engagement and performance. J Educ Psychol. 2003;95(1):148-62.
[41]Ugwu FO, Onyishi IE, Tyoyima WA. Exploring the relationships between academic burnout, self_efficacy and academic engagement among Nigerian college students. J Afr Educ Res Netw. 2013;13(2):37-46.
[42]Casuso-Holgado MJ, Cuesta-Vargas AI, Moreno-Morales N, Labajos-Manzanares MT, Baon-Lopez FJ, Vega-Cuesta M. The association between academic engagement and achievement in health sciences students. Bio Med Educ. 2013;13:33.
[43]Canpolat M. The mediating role of self-efficacy in the relationship between class climates and goal orientations in physical education. World Appl Sci J. 2012;16(1):76-85.
[44]Dogan U. Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. Anthropol. 2015;20(3):553-61.
[2]Etemadi O, Saadat S. Role of family health and attachment styles in prediction of students’ academic self-efficacy. Educ Strategy Med Sci. 2015;8(4):195-201. [Persian]
[3]Schunk DH. Modeling and attributional effects on children’s achievement: A self-efficacy analysis. J Educ Psychol. 1981;73(1):93-105.
[4]Fooladvand KH, Farzad V, Shahraray M, Sangari AA. Role of social support, academic stress and academic self-efficacy on mental and physical health. Contemp Psychol. 2010;4(2):81-93. [Persian]
[5]Finn JD.Withdrawing from school. Rev Educ Res. 1989;59(2):117-142.
[6]Shirdel K, Mirzaeian B, Hssanzade R. Relationship between self-regulated learning strategies and achievement motivation of high school students. Curric Plan Knowl Res Educ Sci. 2013;10(9):99-112. [Persian]
[7]Appelton JJ, Chestenson SL, Kim D, Reschly A. Measuring cognitive and psychological engagement: Validation of the student engagement instrument. J Sch Psychol. 2006;44(4):427-45.
[8]Li Y, Lerner RM. Interrelations of Behavioral, Emotional, a Cognitive School Engagement in High School Students. J Youth Adolesc. 2013;42(1):20-32.
[9]Marks HM. Student engagement in situational activity: Patterns in the elementary, middle, and high school years. Am Educ Res J. 2000;37(1):153-84.
[10]Feredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Rev Educ Res. 2004;74(1):59-109.
[11]Jimerson SR, Campos E, Greif J L. Toward and understanding of definitions and measures of school engagement and related terms. Calif Sch Psychol. 2003;8:7-27.
[12]Taleby S, Mahmoodian H, Rastegar A, Saif MH. Predict academic success with emphasis on variables in e-learning and student involvement. J Learn Technol Learn. 2014;1(2):117-37. [Persian]
[13]Linnenbrink EA, Pintrich PR. The role of self-efficacy beliefs in student engagement and learning in the classroom. Read Writ Q. 2003;19(2):119-37.
[14]Pajares F, Miller M. Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. J Educ Psychol. 1994;86(2):193-203.
[15]Zimmerman BJ, Martinez-Pons M. Student differences in self-regulated learning: Relating grade, sex and giftedness to self-efficacy and strategy use. J Educ Psychol. 1990;82(1):51-9.
[16]Narimani M, Khoshnoodnia Chomachaei B, Zahed A, Abolghasemi A. The role of perceived teacher support in predicting academicself-efficacy in students with learning disabilities. J Learn Disabil. 2013;3(1):110-28. [Persian]
[17]Pintrich PR. An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemp Educ Psychol. 2000;25(1):92-104.
[18]Elliot A, McGregor HA, Gable S. Achievement goals, study strategies and exam performance: A mediational analysis. J Educ Psychol. 1999;91(3):549-63.
[19]Dupeyrat C, Marian C. Implicit theories of intelligence, goal orientation, cognitive engagement and achievement: A test of Dweck’s model with returning to school adults. Contemp Educ Psychol. 2005;30(1):43-59.
[20]Meece JL, Blumenfeld PC, Hoyle R. Factors influencing students' goal orientation and cognitive engagement in classroom activities. J Educ Psycholo. 1988;80(4):514-23.
[21]Pintrich PR. Multiple goal, multiple pathway: The role of goal orientation in learning and achievement. J Educ Psychol. 2000;92(3):544-55.
[22]Chemers MM, Hu L, Garcia BF. Academic self-efficacy and first-year college student performance and adjustment. J Educ Psychol. 2001;93(1):55-64.
[23]Newman R, Goldin L. Children’s reluctance to seek help with schoolwork. J Educ Psychol. 1990;82(1):92-100.
[24]Green BA, Miller RB. Influences on course performance: Goals, perceived ability, and self-regulation. Contemp Educ Psychol. 1996;21(2):181-92.
[25]Kapla A, Flum H. Achievement goal orientations and identity formation styles. Educ Res Rev. 2010;5(1):50-67.
[26]Dweck CS. Motivational processes affecting learning. J Am Psychol. 1986;41(10):1040-8.
[27]Nicholls JG. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychol Rev. 1984;91(3):328-46.
[28]Zulali B, Ghorbani F. Comparison of academic motivation and school engagement in students with and without dyslexia. J Learn Disabil. 2014;3(4):44-58. [Persian]
[29]Elliot AJ, Church MA. A hierarchical model of approach and avoidance motivation. J Personal Soc Psychol. 1997;72(1):218-32.
[30]Braten I, Stromso HL. Epistemological beliefs and implicit theories as predictors of achievement goal. Contemp Educ Psychol. 2004;29(4):371-88.
[31]Lee JQ, McInerney DM, Liem GAD, Ortiga YP. The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemp Educ Psychol. 2010;35(4):264-79.
[32]Khormaei F, Khayer M. Examine the relationship between goal orientation and approach to learning students. J Psycholo Univ Tabriz. 2008; 2(7):123-38. [Persian]
[33]Pintrich PR, De Groot EV. Motivational and self-regulated learning components of classroom academic performance. J Educ Psychol. 1990;82(1):33-40.
[34]Kjbaf MB, Molavi H, Shirazi AR. Study of the relationship between motivational beliefs and self-regulated learnings, and academic performance among high school students. J Adv Cogn Sci. 2003;5(1):27-33. [Persian]
[35]Taleby S, Zarer H, Rastegar A, Hassan Pour A. Feredricks academic engagement scale factor structure (cognitive, behavioral and motivational). J Res Educ Syst. 2012;8(24):1-16. [Persian]
[36]Kline RB. Principles and practice of structural equation modeling. 3rd edition. New York: Guilford Press; 2010.
[37]Jose PE. Doing statistical mediation and moderation. New York: Guilford Press; 2013.
[38]Pirkamali MA, Momeni mahmoei H, Pakdaman M. Review of the relationship between self-efficacy of science teachers on motivation, attitude and academic achievement of fifth grade elementary school students. Research in Curriculum Planning, 2013;2(10):123-34. [Persian]
[39]Sirin SR, Rogers-sirin L. Components of school engagement among african american adolescents. Appl Dev Sci. 2005;9(1):5-13.
[40]Furrer C, Skinner E. Sense of relatedness as a factor in children’s academic engagement and performance. J Educ Psychol. 2003;95(1):148-62.
[41]Ugwu FO, Onyishi IE, Tyoyima WA. Exploring the relationships between academic burnout, self_efficacy and academic engagement among Nigerian college students. J Afr Educ Res Netw. 2013;13(2):37-46.
[42]Casuso-Holgado MJ, Cuesta-Vargas AI, Moreno-Morales N, Labajos-Manzanares MT, Baon-Lopez FJ, Vega-Cuesta M. The association between academic engagement and achievement in health sciences students. Bio Med Educ. 2013;13:33.
[43]Canpolat M. The mediating role of self-efficacy in the relationship between class climates and goal orientations in physical education. World Appl Sci J. 2012;16(1):76-85.
[44]Dogan U. Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. Anthropol. 2015;20(3):553-61.