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Students' motivation and maths performance : a 2X2 achievement goal perspective
Author
Jang, Leong Yeok
Supervisor
Liu, Woon Chia
Abstract
This study sought to examine the relationship between the recently proposed 2 x 2 achievement goal framework with achievement-related variables such as learning strategies, achievement emotions, and maths performance. It also explored if the relationships between achievement goals and maths performance could be explained by learning strategies and achievement emotions. Finally, cluster analytic approach was used in an attempt to better understand the adoption of multiple goals and its links to achievement-related variables. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. They filled out a self-report questionnaire and their results for a subsequent maths examination were obtained. Results provided support for the 2 x 2 achievement goal framework and indicated that the four achievement goals were significantly related to the students' use of learning strategies, experience of achievement emotions, and maths performance. Gender and stream differences were also noted. Mediation of the relationships between achievement goals and performance by self-regulation, enjoyment, anxiety, and possible boredom were found. Cluster analysis revealed that students held multiple goals and the cluster with high endorsement of mastery approach goal and low endorsement of mastery avoidance goal was noted with the most adaptive profile. The presence of a cluster of students who were lowly motivated was highlighted. Findings also indicated the importance of investigating achievement emotions, the need to clarify the effects of avoidance goals, and how the different achievement goals combine to influence achievement-related variables.
Date Issued
2008
Call Number
LB1065 Jan
Date Submitted
2008