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ERIC Number: EJ813154
Record Type: Journal
Publication Date: 2008-Oct
Pages: 27
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0361-476X
The Role of Self-Efficacy, Task Value, and Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and Achievement Outcome
Liem, Arief Darmanegara; Lau, Shun; Nie, Youyan
Contemporary Educational Psychology, v33 n4 p486-512 Oct 2008
Adopting a combination of expectancy-value and achievement goal theories, this study examined the role of self-efficacy, task value, and achievement goals in students' learning strategies, task disengagement, peer relationship, and English achievement outcome. A sample of 1475 Year-9 students participated in the study. A structural equation model showed that while task value predicted only mastery goals, self-efficacy predicted each of the three types of achievement goal. Mastery and performance-approach goals were both positive predictors of deep learning and peer relationship. Mastery goals were also negatively associated with task disengagement and positively associated with surface learning. In contrast, performance-avoidance goals were a positive predictor of surface learning and task disengagement but a negative predictor of peer relationship. On the whole, these findings suggest that, like mastery goals, performance-approach goals can generate adaptive outcomes. (Contains 2 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A