Perceptions of Contextual Achievement Goals: Contribution to High-School Students’ Achievement Goal Orientation, Strategy Use and Academic Achievement

Abstract

Abstract:The current study had two aims: 1) to explore the effects of contextual goals, defined as perceived parents' and teachers' goals, and classroom goal structures, on highschool students' personal achievement goal orientations and 2) to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behavior, as well as their effect on academic achievement. Highschool students (n = 403) completed questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students' corresponding personal goal orientations, although the results were not clearcut. Perceived contextual performance goals also predicted students' work-avoidance goal orientation and self-handicapping behavior that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents' mastery goals, had significant effects on employment of deep learning and reading strategies.

Predicting Academic Achievement Based on Goal Orientations and Study Approaches / Predviđanje akademskog uspjeha na temelju ciljnih orijentacija i pristupa učenju

“…Senko, Durik, and Harackiewicz (2008) emphasize positive correlation between performance orientation and grades. Work-avoidance goal orientation correlates with less adaptive thoughts, emotions and behaviour (Archer, 1994) and self-handicapped behaviour (Rončević Zubković & Kolić-Vehovec, 2014). Furthermore, research studies have proven a correlation between this goal orientation and less instrinsic motivation and low academic success (Brdar et al, 2006).…”

“…Students focused on work-avoidance try to complete a task with less effort. In a school environment they are passive and disinterested (Burić & Sorić, 2011), their aim is to avoid tasks or get easier tasks, avoid homework, trick teachers or professors (Nicholls, Cheung, Lauer, & Patashnick, 1989), and they find studying useless and not interesting (Rončević Zubković & Kolić-Vehovec, 2014). Previous studies have examined relationships between goal orientations and educational outcomes at different educational levels: elementary school (Brdar, Rijavec, & Lončarić, 2006), middle school (Burić & Sorić, 2011;Rončević Zubković & Kolić-Vehovec, 2014;Rupčić & Kolić-Vehovec, 2004) and university students (Archer, 1994;Elliot, McGregor, & Gable, 1999;Fenollar, Roman, & Cuestas, 2007).…”

“…In a school environment they are passive and disinterested (Burić & Sorić, 2011), their aim is to avoid tasks or get easier tasks, avoid homework, trick teachers or professors (Nicholls, Cheung, Lauer, & Patashnick, 1989), and they find studying useless and not interesting (Rončević Zubković & Kolić-Vehovec, 2014). Previous studies have examined relationships between goal orientations and educational outcomes at different educational levels: elementary school (Brdar, Rijavec, & Lončarić, 2006), middle school (Burić & Sorić, 2011;Rončević Zubković & Kolić-Vehovec, 2014;Rupčić & Kolić-Vehovec, 2004) and university students (Archer, 1994;Elliot, McGregor, & Gable, 1999;Fenollar, Roman, & Cuestas, 2007). Many research studies have shown that mastery goal orientation is connected to positive outcomes such as self-efficiency (Diseth, 2011;Rupčić & Kolić-Vehovec, 2004), persistence, auto regulated learning (Dweck & Leggett, 1988), positive emotions, deep learning strategies (Rončević Zubković & Kolić-Vehovec, 2014) and better academic success (Fenollar, Roman, & Cuestas, 2007;Payne, Youngcourt, & Beaubien, 2007;Rončević Zubković & Kolić-Vehovec, 2014).…”

“…Previous studies have examined relationships between goal orientations and educational outcomes at different educational levels: elementary school (Brdar, Rijavec, & Lončarić, 2006), middle school (Burić & Sorić, 2011;Rončević Zubković & Kolić-Vehovec, 2014;Rupčić & Kolić-Vehovec, 2004) and university students (Archer, 1994;Elliot, McGregor, & Gable, 1999;Fenollar, Roman, & Cuestas, 2007). Many research studies have shown that mastery goal orientation is connected to positive outcomes such as self-efficiency (Diseth, 2011;Rupčić & Kolić-Vehovec, 2004), persistence, auto regulated learning (Dweck & Leggett, 1988), positive emotions, deep learning strategies (Rončević Zubković & Kolić-Vehovec, 2014) and better academic success (Fenollar, Roman, & Cuestas, 2007;Payne, Youngcourt, & Beaubien, 2007;Rončević Zubković & Kolić-Vehovec, 2014). Performance goal orientation has proven to be connected to negative behaviour, thoughts and emotions (Dweck & Leggett, 1988), as well as to the surface study approach (Elliot, McGregor, & Gable, 1999).…”

Classroom Quality in Final Grades of Lower Secondary Education: Demographic Differences and Relationship with Target Learning Orientations / Kvaliteta nastave u završnim razredima nižeg sekundarnog obrazovanja: demografske razlike i povezanost s ciljnim

“…Such students are prone to investing certain efforts in order to achieve success (Buluş, 2011); they notice the connection between the invested effort and the outcome and find that more engagement means greater competence. This orientation includes greater intrinsic interest, positive attitudes towards learning (Eccles & Wigfield, 2002;Gagne & Deci, 2005;Stanišak Pilatuš, Jurčec, & Rijavec, 2013), positive emotions in classes and exam situations (Burić & Sorić, 2011;Pekrun, Elliot, & Maier, 2006) and in-depth learning strategies (Biggs, 1987;Miškulin & Vrdoljak, 2017;Rončević Zubković & Kolić-Vehovec, 2014). Students with a developed target orientation to learning are not inclined to comparison with others but try to outdo themselves in regard to outcomes.…”