ERIC Number: EJ1256468
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: N/A
Learner Self-Efficacy, Goal Orientation, and Academic Achievement: Exploring Mediating and Moderating Relationships
Higher Education Research and Development, v39 n4 p689-703 2020
Within the context of Pintrich's self-regulated learning model, recent reviews of the literature show that motivational factors are the strongest predictors of academic performance. Even so, gaps remain in terms of which goal orientation constructs area most strongly related to performance, and whether academic self-efficacy is involved in such relationships, either as mediator or moderator. This study addresses these gaps using a sample of 478 university students; 409 females aged 17-62 (M = 23.28, SD = 7.22) and 69 males, aged 18-47 (M = 22.5, SD = 6.31). Analyses revealed that academic self-efficacy (ASE) mediated relationships between both mastery and performance-approach goal orientation with achievement, though the mediation effect was larger for the relationship involving mastery approach goal orientation. ASE did not moderate the relationship between performance-approach goal orientation and achievement. Findings suggest teaching programmes should foster learning environments that encourage persistence and effort when learning, and consider how course delivery and feedback can enhance academic self-efficacy, regardless of the goal orientation adopted by students.
Descriptors: Self Efficacy, Goal Orientation, Academic Achievement, Mastery Learning, Feedback (Response), Academic Persistence, Predictor Variables, Females, Correlation, Performance, Educational Environment, Teaching Methods, Grades (Scholastic), Learning Strategies, Questionnaires, Undergraduate Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A