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Goal orientations, study strategies, perceived self-competence and academic achievement of secondary 3 students in Singapore
Author
Lam, Lian Heng
Supervisor
Liu, Woon Chia
Abstract
The main purposes of this study are to examine gender and stream effects on goal orientations, study strategies and perceived self-competence, as well as to explore the relationships among goal orientations, study strategies, perceived self-competence and academic achievement for 621 secondary three students from three co-educational schools in Singapore. Results showed that female students were significantly higher in performance-avoidance goals and surface processing than their male counterparts. No significant gender difference was found for perceived self- competence. Express students scored significantly higher in mastery goal orientation than Normal (Academic) and Normal (Technical) students. Express students also had significantly higher surface processing than Normal (Technical) students and significantly lower lack of strategy than Normal (Academic) students. No significant difference on deep processing was found between the three streams. Express students also had the highest perceived self-competence among the three streams. Multiple regression analyses revealed that perceived self-competence was a positive predictor of mastery goal and performance approach goal. In addition, mastery goal was a significant positive predictor, whilst performance-avoidance was negative predictor of academic achievement. The results also revealed that surface processing and lack of strategy were both negative predictors of academic achievement, and they mediated the effects of goal orientations on academic achievement. Taken together, the findings suggest that schools can implement programmes to promote students’ perceived self-competence and mastery goals for better academic performance.
Date Issued
2008
Call Number
LB1062.6 Lam
Date Submitted
2008