Document Type : Research
Authors
Abstract
The present study aimed at investigating the mediating role of motivational beliefs (i.e., task value, academic self-efficacy, and achievement goals) and cognitive engagement in the relationship between previous and current academic achievement.
To do so, 473 (305 female and 168 male) undergraduate students from Fars Province Payame Noor University were chosen through multi-stage cluster sampling and completed a self-report questionnaire consisted of task value, academic self-efficacy, achievement goals, and learning strategies. The students' final academic GPA was used as indicator of current academic achievement and their GPA in the last semester was used as indicator of previous academic achievement.
The results generally indicated that task value, academic self-efficacy, and achiev-ement goals have indirect effect on mathematics achievement through the mediatory role of superficial and deep learning strategies. Moreover, students’ previous academic achievement had both direct and indirect effect on mathematics achievement. In discussion and result sector , we will talk about findings in more detail.
Keywords
خیابانی، ناصر. (1381). بررسی مقایسه‌ای رابطه باورهای هوشی و جهت‌گیری هدفی با راهبردهای یادگیری و موفقیت تحصیلی در دانشجویان دختر و پسر رشته روان‌شناسی و علوم تربیتی دانشگاه تهران در سال تحصیلی 81-80.. پایان‌نامه کارشناسی ارشد، دانشگاه تهران.
کبیری، مسعود. (1382). نقش خودکارآمدی ریاضی در پیشرفت ریاضی با توجه به متغیرهای شخصی. پایان‌نامه کارشناسی ارشد. دانشگاه تربیت معلم.
محسن‌پور، مریم. (1384). نقش خودکارآمدی، اهداف پیشرفت، راهبردهای یادگیری و پایداری در پیشرفت تحصیلی ریاضی دانش‌آموزان سال سوم متوسطه (ریاضی) شهر تهران،. پایان‌نامه تحصیلی کارشناسی ارشد، دانشگاه تهران.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Barron, K.E., & Harackiewicz, J.M. (2001). Achievement goals and optimal motivation: Testing multiple goal models. Journal of Educational Psychology, 80, 706-722.
Biggs, J. B. (1987). Student approaches to learning. Hawthorn, Victoria: Australian Council for Educational Research.
Bong, M. (2001). Between and within domine relations of academic motivation among middle and high school student: self-efficacy, task value and achievement goale. Journal of Educational Psychology.93 , 23 – 34.
Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Eccles, J. S., & Adler, T. F., with the assistance of, Futterman, R., & Goff, S. B., & Kaczala, C. M., & Meece, J. L., & Midgley, C. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.), Achieve-ment and achievement motives (pp. 75–146). San Francisco: W.H. Freemen.
Elliot, A. J., & McGregor, H. A. (2001). A 22 achievement goal framework. Journal of Personality and Social Psychology, 30, 957–971.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34,169-19.
Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Elliot, A., & McGregor, H.A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91, 549-563.
Fredricks, J. A., & Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
Greene, B.A., & Miller, R.B., & Crowson, M., & Duke, B.L., & Akey, K.L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perception and motivation. Contemporary Educational psychology, 29, 462-482.
Harackiewicz, J.M., & Barron, K.E., & Elliot, A.J., & Carter, S.M. , & Letho, A.T. (1997). Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.
Harackiewicz, J.M., & Barron, K.E., & Tauer, J., & Carter, S.M. , & Elliot, A.J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316-330.
Martin-krum, C. P., & Sarrazin, p. G., & Peterson, c. (2005). The moderating effects of explanatory style in physical education performance: A prospective study. Personality and individual differences.38, 1645-1656.
McWhaw, K., & Abrami, P. C. (2001). Student goal orientation and interest: effects on students’ use of self-regulated learning strategies. Contemporary Educational Psychology, 26, 311–329.
Meece, J. L., & Blumenfeld, P. C., and Hoyl, R. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
Middleton, M., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89(4), 710-718.
Miller, R. B., & Brickman, S. A. (2004). A model of future oriented motivation and self-regulation. Educational Psychology Review, 16, 9–33.
Nicholls, J. G. (1989) (The competitive ethos and democratic education). Cambridge, MA: Harvard University Press.
Pajares, F., & Miller, M. D. (1997). Mathe-matics self-efficacy and mathemat-ical problem-solving: Implications of using different forms of assessment. Journal of Experimental Education, 65, 213-228.
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24(2), 124-139.
Pajares, F., & Schunk, D. H. (2001). Self-Beliefs and School Success: Self-Efficacy, Self-Concept, and School Achievement. In R. Riding & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
Pintrich, P.R., & Smith, D.A.F., & Garcia, T., & McKeachie, W.J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ), National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. Psychology Review, 16, 9–33.
Pintrich, P.R. & DeGroot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P.R. (2000). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational psychology, 92, 544-555.
Ravindran, B., & Green, B., & DeBaker, T. (2000). Predicting preservice teacher cognitive engagement with goal and epistemological beliefs. Paper presented at the annual meeting of the American educational association in new orlean.
Runhaar, P., & Sanders, K., & Yang, H. (2010). Stimulating teachers' reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and Teacher Education, 26, 1154-1161.
Schunk, D. H., & Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research and applications (3rd Ed.). Upper Saddle River, NJ: Merrill-Prentice Hall.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psycholo-gist, 26(3 & 4), 201-231.
Simons, J., & Dewitte, S., & Lens, W. (2004). The role of different types of instrumentally in motivation, study strategies, and performance: know why you learn, so you’ll know what you learn. British Journal of Educational psychology. 74. 343-360.
Shim, S., & Ryan, A. (2005). Changes in self-efficacy, challenge avoidance, and intrinsic value in response to grads: the role of achievement goal. The Journal of Experimental Education. 73 (2), 333-349.
Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
Stipek, D., & Gralinski, G. H. (1996). Children’s belief about intelligence and school perfo-rmance. Journal of Educational psychology, 88, 397-407.
Vermetten, Y.J., & Lodewijks, H.G & Vermunt, J.D. (2001). The role of personality traits and goal orientation in strategy use. Contem-porary Educational Psychology. 26, 149-170.
Vrugt, A., & Oort, F. J., & Zeeberg, C. (2002). Goal orientations, perceived self-efficacy and study results amongst beginners and advanced students. British Journal of Educational Psychology, 72, 385–397.
Walker, C. O., & Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engage-ment. Learning and individual differences, 16(1), 1–12.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
Wolters, C.A., Yu, S. L. & Pintrich, P.R. (1996). The relation between goal orientation and students’ motivational belief and self regulated learning. Learning and individual Differences, 8, 211-238.
Wolters, C. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.
Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspec-tive. Handbook of self-regulation (pp. 13-39). San Diego: Academic Press.
Zusho, A., pintrich, p. r. (2003). Skill and will: the role of motivation and cognition in the learning of college chemistry. International journal of Science Education vol. 25, NO. 9, 1081 -1094. (http://www. Tandf. Co.uk/ jooournals).
)