A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement

Abstract

This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.

Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students

“…Nevertheless, it should be noted that our findings are not too dissimilar from those of Tanaka and Yamauchi (2001), who applied the hierarchical model of motivation to a sample of Japanese high school girls.…”

Empirical model and analysis of mastery and performance‐approach goals: a developmental approach

“…Existing studies have shown that both mastery and performance-approach goals influence academic performance directly (Church, Elliot, & Gable, 2001;Durik, Lovejoy, & Johnson, 2009;Senko & Miles, 2008;Tanaka & Yamauchi, 2001;Vansteenkiste, Simons, Lens, Soenens, & Matos, 2004;Wolters, 2004) and indirectly via other motivational constructs such as effort (Dupeyrat & Mariné, 2005;Fenollar et al, 2007), excitement and persistence (Simons, Dewitte, & Lens, 2004), interestbased studying (Senko & Miles, 2008), task disengagement (Kaplan & Maehr, 2002;Liem, Lau, & Nie, 2008) and peer relationship (Levy, Kaplan, & Patrick, 2004;Liem et al, 2008). This evidence suggests the need for educators to cultivate a classroom environment that emphasises the saliency of mastery and performance-approach goals as these goals are effective in promoting learning.…”

Prior Academic Achievement, Effort, and Achievement Goal Orientations: A Longitudinal Examination

“…Correlational analyses within the framework of structural equation modeling (SEM) have yielded findings showing the positive effect of mastery goals on academic performance (Tanaka & Yamauchi, 2001;Vansteenkiste, Simons, Lens, Soenens, & Matos, 2004). Similarly, academic performance is associated positively with students' orientation of performance-approach goals (Church et al, 2001;Durik, Lovejoy, & Johnson, 2009;Senko & Miles, 2008;Wolters, 2004), and negatively with performance-avoidance goals (Durik et al, 2009;Elliot et al, 1999).…”