Achievement goal orientation: A predictor of student engagement in higher education

Miller, Angie L.; Fassett, Kyle; Palmer, Dajanae L.

doi:10.1007/s11031-021-09881-7

Cited by 38 publications

(36 citation statements)

References 81 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Achievement goal orientation is a central component of student motivation and their ability to self-regulate learning [11,12]. Four dimensions of achievement goals are commonly used in existing research [7,8,13,14]. In this study, we draw on a couple of these four dimensions of achievement goals to verify the effect of different types of goals on AE in university students.…”

Section: Achievement Goal Orientation and Academic Engagement (Ae)mentioning

confidence: 99%

“…The reduction in the dropout rate of university students is an effective way to achieve equity and improve the standard of education [5,6]. Antecedents affecting AE have been of interest to researchers, such as with motivational factors-particularly how they positively [7] and negatively [8] predict the impact of achievement goal orientation on AE. However, the mechanisms by which achievement goal orientation influences AE in university student populations and how university students self-regulate their learning activities have not received sufficient attention from researchers.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy

et al. 2022

View full text Add to dashboard Cite

Enhancing academic engagement in university students can help enrich students’ educational experience. Drawing on the Conservation of Resources Model and the Job Demand-Resources Model, this study aims to explore the links between undergraduates’ achievement goal orientation and academic engagement (AE), by examining the mediating functions of perceived school climate (PSC) and academic self-efficacy (ASE). Using whole-group sampling, 571 Chinese undergraduates were selected using a self-reporting method to explore the impacts of mastery-approach goals (MAGs) and performance-avoidance goals (PAGs) on AE, as well as the chain mediating effects of PSC and ASE. The findings show that both MAGs and PAGs have a positive, direct, predictive effect on university students’ AE. Additionally, both goal orientations indirectly predict AE through PSC and ASE, separately. The results showed there was also a significant chain mediating effect of PSC and ASE, where for both goal orientations, AE was positively predicted. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among university students, and it discusses implications for future research.

show abstract

Section: Achievement Goal Orientation and Academic Engagement (Ae)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The concept of achievement goal orientation also divides the characteristics of goal orientation into various kinds. However, one's behavior depends on identifying achievement goal orientation, confidence, and different abilities [34,35]. Elliot and Church [36] developed achievement goal orientation and divided it into three kinds: mastery goals, performance approach goals, and performance avoidance goals.…”

Section: A Achievement Goal Orientation Scalementioning

confidence: 99%

The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

Chonsalasin

Khampirat

2022

IEEE Access

View full text Add to dashboard Cite

Rapid technological changes in industry and institutions of higher education required that their continuous learning and teaching methods conform to the needs of the labor market in the digital era. Building the engineering skill self-efficacy of students should be a key goal for educational institutions as they develop necessary skills for future engineers. This work investigated structural factors influencing engineering skill self-efficacy by conducting a questionnaire survey among 1,316 engineering students in Thailand. Structural equation modeling was used to validate the proposed model. The research results indicated that engineering skill selfefficacy was contributed to digital skills, learning strategies, and achievement goal orientation. Learning strategies were predicted by achievement goal orientation, and they positively associated with digital skills. These empirical findings reflect a sustainable educational development structure for engineering education. The results may benefit educators by specifying methods of educational development and learning activity design and promoting pedagogical system to develop learners' characteristics to enhance their engineering skill self-efficacy. Students can then be prepared with digital skills to apply to their further work, which will affect capacity building and the overall image of a country's development.INDEX TERMS Achievement goal orientation, learning strategies, digital skills, engineering skill self-efficacy.

show abstract

“…Ebrahimi, 2011; Hejazi et al, 2012; Nouri, 2012) and non-Iranian contexts (e.g. Guo & Leung, 2021; Koul et al, 2012; Miller, 2019; Miller et al, 2021; Mouratidis et al, 2018). These studies have been mainly dedicated to the association of goal orientations with educational issues such as academic achievement (e.g.…”

Section: Introductionmentioning

confidence: 99%

Rural students’ achievement goal orientation choices: A qualitative analysis of the influential individuals and factors

Sajedifard

2022

School Psychology International

View full text Add to dashboard Cite

This qualitative study aimed to investigate the influences on 32 rural Iranian high school students’ adoption of achievement goals. To this end, the high school students took part in individual semi-structured interviews. The outcomes indicated the high school students’ goal orientation adoption was impacted by a host of significant individuals in four contexts: (1) school (e.g. teachers, classmates), (2) family (e.g. parents, relatives), (3) rural community (e.g. neighbors and rural university graduates) and (4) media (e.g. counselors on TV). Likewise, various factors (i.e. social, psychological, economic, educational, rural, biological and religious) also appeared to influence their achievement goal adoption. Results may have implications for various stakeholders such as educational authorities, policy makers, researchers and significant others (e.g. teachers, counselors, parents, among many others).

show abstract

Achievement goal orientation: A predictor of student engagement in higher education

Cited by 38 publications

References 81 publications

The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy

The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy

The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand

Rural students’ achievement goal orientation choices: A qualitative analysis of the influential individuals and factors

Contact Info

Product

Resources

About