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Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade

BACKGROUND: Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effe...

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Autores principales: Zhong, Jianjun, Wen, Juan, Li, Kuan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10683660/
https://www.ncbi.nlm.nih.gov/pubmed/38035203
http://dx.doi.org/10.2147/PRBM.S424593
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author Zhong, Jianjun
Wen, Juan
Li, Kuan
author_facet Zhong, Jianjun
Wen, Juan
Li, Kuan
author_sort Zhong, Jianjun
collection PubMed
description BACKGROUND: Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades. METHODS: Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement. RESULTS: The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students’ academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies. CONCLUSION: As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.
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spelling pubmed-106836602023-11-30 Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade Zhong, Jianjun Wen, Juan Li, Kuan Psychol Res Behav Manag Original Research BACKGROUND: Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades. METHODS: Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement. RESULTS: The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students’ academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies. CONCLUSION: As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed. Dove 2023-11-24 /pmc/articles/PMC10683660/ /pubmed/38035203 http://dx.doi.org/10.2147/PRBM.S424593 Text en © 2023 Zhong et al. https://creativecommons.org/licenses/by-nc/3.0/This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/ (https://creativecommons.org/licenses/by-nc/3.0/) ). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php).
spellingShingle Original Research
Zhong, Jianjun
Wen, Juan
Li, Kuan
Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
title Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
title_full Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
title_fullStr Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
title_full_unstemmed Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
title_short Do Achievement Goals Differently Orient Students’ Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade
title_sort do achievement goals differently orient students’ academic engagement through learning strategy and academic self-efficacy and vary by grade
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10683660/
https://www.ncbi.nlm.nih.gov/pubmed/38035203
http://dx.doi.org/10.2147/PRBM.S424593
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