Achievement goals affect memory encoding

Ikeda, Kenji; Kakinuma, Kyosuke; Jiang, Juming; Tanaka, Ayumi

doi:10.1016/j.cedpsych.2021.101945

Cited by 5 publications

(1 citation statement)

References 81 publications

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“…According to AGT, nPAGs are related to students' desire to be better than others through competition and reporting to specific standards (Chung et al., 2020; Hulleman et al., 2010). To outperform others implies getting better grades, which assumes engaging in diverse educational activities, investing effort in solving learning tasks and using various learning strategies to achieve performance (Ikeda et al., 2021; Luo et al., 2011; Wirthwein & Steinmayr, 2021). The students will use DA or SA based on their intentions in the learning process (Asikainen & Gijbels, 2017).…”

Section: Students' Npags and Their Approach To Learningmentioning

confidence: 99%

Why should you believe in yourself? Students' performance‐approach goals shape their approach to learning through self‐efficacy: A longitudinal analysis

Paloș,

Vîrgă,

Okros

2024

Euro J of Education

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Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self‐efficacy acts as a mediator between students' performance‐approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first‐year university students at three different moments. The results showed that self‐efficacy in academic tasks at T2 totally mediated the relationship between performance‐approach goals at T1 and the deep approach at T3 and partially the relationship with the surface approach at T3. The results underline that if the direct effect of performance‐approach goals is that of the surface approach intensification without any impact on the deep approach, an increase in the deep approach and a decline in the surface approach can be observed through self‐efficacy in academic tasks.

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