The Mediating Role of Goal Orientation (Task) in the Relationship between Engagement and Academic Self-Concept in Students

Abstract

Some students many not possess the necessary strategies and skills to meet the demands of academic life and develop negative attitudes, physical and mental exhaustion, and other attitudes that will undermine their personal and academic development. This study analyses the relationship and possible role of goal orientation as a mediator between engagement and academic self-concept. Methods: The study concerned a population of 1756 subjects from 12 secondary schools (ESO). The instruments used included the Utrecht Work Engagement Scale—Student (UWES-S), the Perception of Success Questionnaire (POSQ), and the Academic Self-Concept Scale (ASCS). Results: The results revealed significant correlations between academic engagement, task-oriented goal orientation, and academic self-concept. In addition, task orientation was found to play a positive mediating role between academic engagement and academic self-concept, leading to adaptive models in secondary school students. Conclusion: These results highlight the need to promote goal orientation in order to stimulate self-determined behaviours in the school environment and improved levels of academic self-concept, which in turn will facilitate the psychological and personal development of the student and increase the chances of academic success.

Academic Goal Orientation: New Insights and Cultural Adaptation of Academic Goal Orientation Questionnaire into the Turkish Language

“…One proof reinforcing that the construct of goal orientation is being measured with other constructs such as engagement, self-concept, burnout and academic performance in terms of mediation and relationships for students at different stages of education (Supervía et al, 2020a;Supervía et al, 2020b;Supervía and Bordás, 2020). It is evident that this literature review and adaptation study will shed further light into the study of goal orientation of the students and help researchers take advantage of the instruments both English and Turkish further.…”

“…A reasonable ground for this isolation is that many recent studies have been published investigating the relationships between the construct of goal orientation and self-efficacy (Curelaru, 2020); goal orientation and emotional intelligence and burnout (Supervía et al, 2020a); goal orientation and engagement and self-concept (Supervía et al, 2020b); goal orientation and emotional intelligence and burnout (Supervía and Bordás, 2020); goal orientation and positive coping strategy and motivational beliefs (Subaşı, 2020); goal orientation and academic achievement (Giota and Bergh, 2020;Moghimi, 2020); goal orientation and individual characteristics (Lamm et. al., 2020); and goal orientation and motivation (Hidajat et al, 2020).…”

Validation of the Academic Self-Concept Scale in the Spanish University Context

“…Therefore, the search for a high academic self-concept is not only a desirable objective, but also a way to facilitate later academic achievement and stimulate academic persistence and educational choice behaviors [10]. However, Supervía, Salavera, and Murillo [54] proposed a predictive model in reverse; that is, the engagement predicted ASC, without finding a direct significant relationship, although it did report achievement goals as having a mediating effect between the engagement and ASC. This could be due to the fact that if self-confidence and academic effort are not developed in the students, the willingness to study and satisfaction with studies will likewise not develop, as our results show.…”

Relationship between Spiritual Intelligence and Academic Engagement: Mediating Role of Academic Conscience

“…Yosefi Afrashte, Rezaei, and Sadeghi (2021) indicated that there is a significant correlation between academic engagement and study and learning approaches. Usán Supervía, Salavera Bordás, and Lorente (2020) showed that the relationship between academic engagement and goal orientation is significant. Naghsh, Ghiaei Esfahani, and Bakhtiari (2019) revealed that there is a positive and significant relationship between academic creativity and academic success with academic self-fulfillment.…”