Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines

Bernardo, Allan B. I.; Ismail, Rosnah

doi:10.1007/s11218-010-9118-y

Cited by 27 publications

(15 citation statements)

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“…This is a possible reason why the relationship between these two goals was quite high for the Filipino students. Similar positive correlations have been found in other collectivist settings such as those in China, Singapore, and Japan (Bernardo, 2008;Bernardo & Ismail, 2010;dela Rosa, 2010;dela Rosa & Bernardo, 2013;Chan & Lai, 2006;Chan, Lai, Leung, & Moore, 2005;Chang & Wong, 2008;Ho & Hau, 2008;Kim et al, 2010;Lau, Liem, & Nie, 2008;Shi et al, 2001;Tanaka, Okuno, & Yamauchi, 2002).…”

Section: Discussionsupporting

confidence: 67%

Student Motivation as Hierarchical and Multidimensional: Cross-cultural Validation of Personal Investment Theory in the Philippines

King

Ganotice²

2013

Univ Psychol

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a B s t R a c tPersonal investment theory presents a hierarchical and multidimensional model of motivational goals that influence important academic outcomes. The aim of this study was to examine the cross-cultural validity of this model in the Philippine setting using both within-and between-network approaches to construct validation. Filipino high school (N = 823) students participated in the study. Their mean age was 14.28 (SD = 0.97). Confirmatory factor analysis supported the construct validity of the model. The eight types of first order goals (task, effort, competition, social power, social affiliation, social concern, praise, and token goals) formed four second-order goals (mastery, performance, social, and extrinsic), which in turn formed a third-order factor called global motivation. It was found that mastery, performance, and extrinsic were positively related to academic achievement. Social and extrinsic goals were positively related to affect to school. In general, the results supported the cross-cultural validity of the hierarchical and multidimensional model of student motivation in a non-Western context. This study highlights the importance of testing the validity of Western-oriented theories of achievement motivation before they are applied in non-Western settings. Key words authorsPersonal investment theory, achievement goals, Philippines, cross-cultural validation. Key words plusQuantitative Research, Validity, Educative Psychology. R e s u m e n La teoría de investigación personal presenta un modelo jerárquico y multidimensional de los objetivos motivacionales que influencian los resultados académicos importantes. El objetivo de este estudio fue examinar la validez intercultural de este modelo en el contexto Filipino usando una aproximación de tanto dentro y entre redes para la validación de constructo. Estudiantes de secundaria filipinos (N = 823) participaron en el estudio. La edad media fue 14.28 (DE = 0.97). El análisis factorial confirmatorio soportó la validez de constructo del modelo. Los ocho tipos de objetivos de primer orden (tarea, esfuerzo, competición, poder social, afiliación social, preocupación social, alabanza y objetivos simbólicos) formaron cuatro objetivos de segundo orden (dominio, desempeño, social y extrínseco), que a su vez formaron un factor de tercer orden denominado motivación global. Se encontró que los objetivos de dominio, desempeño y extrínseco estaban positivamente relacionados con afecto hacia la escuela. En general, los resultados apoyan la validez intercultural del modelo jerárquico y multidimensional de la motivación de los

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Section: Discussionsupporting

confidence: 67%

Student Motivation as Hierarchical and Multidimensional: Cross-cultural Validation of Personal Investment Theory in the Philippines

King

Ganotice²

2013

Univ Psychol

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“…Achievement goal theory focuses on the types of goals (purpose or reasons) (Ames, 1992;Pintrich, 2000) that dictate achievement-related behaviours. However, students in higher education hold low achievement goals (Bernardo & Ismail, 2010;Chen, 2015) to avoid challenges (Pulkka & Niemivirta, 2015). Prior research also found that such students tend to engage in task-avoidance (David, 2012;Gillet, Lafrenière, Huyghebaert, & Fouquereau, 2015;Stoeber, Haskew, & Scott, 2015) and self-avoidance goals (Stoeber et al, 2015) compared to task and self-approach goals.…”

Section: Introductionmentioning

confidence: 99%

Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes

Hidayat

Zamri

Zulnaidi

2018

EURASIA J MATH SCI T

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This study examined the validity and reliability of achievement goal instruments to determine the nature of achievement goals for Indonesian students in mathematics education programmes. A total of 538 students participated, selected by using cluster random sampling. A survey design was employed to investigate the factor structure of the achievement goals. Quantitative data were analysed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. EFA revealed similar structures from prior research and the present study. The CFA approach verified the questionnaire of achievement goal was satisfactory for Indonesian students' context. It also confirmed Indonesian students in mathematics education programmes adopt other-avoidance and self-approach goals. This work concludes the achievement goals of Indonesian university students have a six-factor structure. These findings imply the greater importance of validating and confirming the structure of pupils' achievement goals relative to translating a construct into a different language.

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“…In this respect, social‐oriented achievement motive is considered an approach‐based motivation, and as such, is likely to lead students to adopt approach‐based goals. Indeed, studies have demonstrated the presence of social reasons in the construction of approach‐based achievement goals (Bernardo, 2008; Bernardo & Ismail, 2010; Chang & Wong, 2008; Tao & Hong, 2000; Urdan & Mestas, 2006). Bernardo, for example, argued that the similar effects of performance‐approach and mastery‐approach goals on achievement found with Filipino students seemed to be attributable to a similar reason, that is, an intention to fulfill moral obligations and parental expectations.…”

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confidence: 99%

Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

Liem

Martin

Porter

et al. 2011

Asian J of Social Psycho

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With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual-oriented and social-oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one-path analytic model with a sample of Indonesian high-school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social-oriented achievement motive; self-direction values positively predicted individual-oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual-oriented and social-oriented achievement motives positively predicted mastery-approach and performance-approach goals. Interestingly, social-oriented achievement motive also positively predicted mastery-avoidance and performance-avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance-approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.

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Social perceptions of achieving students and achievement goals of students in Malaysia and the Philippines

Cited by 27 publications

References 50 publications

Student Motivation as Hierarchical and Multidimensional: Cross-cultural Validation of Personal Investment Theory in the Philippines

Student Motivation as Hierarchical and Multidimensional: Cross-cultural Validation of Personal Investment Theory in the Philippines

Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes

Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

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