Model Fit Test in the Relationship Between Academic Self-Efficacy, 3×2 Achievement Goals, and Intrinsic- Extrinsic Motivation of Students

Ahmadi Deh Ghotbaddini, Mohammad; Sharafi, Mohammad; Gholomrezai Nezhad Anari, Maryam; Gholomrezai Nezhad Anari, Maryam

doi:10.22054/jep.2023.69945.3703

Document Type : Research Paper

Authors

¹ Assistant Professor in Department of psychology and education, Faculty of Humanities, Anar Branch, Islamic Azad University, Anar, Iran

² Ph.D., Allameh Tabataba’i University, Tehran, Iran

³ M.A. of Educational Psychology, Anar Branch, Islamic Azad University, Anar, Iran.

⁴ M.A. of Clinical Psychology, Mental Health Expert, Sirjan Medical University, Sirjan, Iran.

https://doi.org/10.22054/jep.2023.69945.3703

Abstract

This study has been done with the purpose the investigating the direct and indirect effects between academic self-efficacy, 3×2 achievement goals, and intrinsic-extrinsic motivation of secondary school students in Anar city. In this correlational study, 270 students were selected by multistage cluster sampling method and responded to items of the achievement motivation scale by Vallerand et al (1992), the academic self-efficacy subscale of Motivated Strategies for Learning Questionnaire by Pintrich & Degroot (1990), and 3×2 achievement goals questionnaire by Elliot, Murayama, and Pekrun (2011). Data were also analyzed using the path analysis method. The results showed that the direct effect of academic self-efficacy on task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance goals, and intrinsic and extrinsic motivation was significant. Other results showed that the direct effect of task-approach, self-approach, self-avoidance, and other-avoidance goals on intrinsic motivation was significant but the direct effect of task-avoidance and other-approach goals was not significant. the direct effect of self-avoidance on extrinsic motivation was significant but the direct effect of task-approach, task-avoidance, other-approach, other-avoidance, and self-approach goals was not significant. The mediating findings also showed that task-approach, self-approach, and self-avoidance goals had a significant mediating role in the relationship between academic self-efficacy and intrinsic motivation. As well as self-avoidance goals had a significant mediating role in the relationship between academic self-efficacy and extrinsic motivation. These results indicate that the type of achievement goals that learners adopt, can affect the relationship between academic self-efficacy and the type of learner motivation, especially the effect on intrinsic motivation..

Keywords

Main Subjects

یادگیری

References

احمدی ده قطب‌الدینی، محمد. (1388). بررسی روابط بین هدف‌های تسلط، هدف‌های عملکردی گرایش-اجتناب، راهبردهای یادگیری و توانایی حل مسئله ریاضی دانشجویان. مطالعات تربیتی و روان‌شناسی، 10(3)، 40-21.

اکبری بلوط بنگان، افضل. (1392). رابطه ساده و چندگانه خودکارآمدی، اهداف پیشرفت و انگیزه پیشرفت در پیش‌بینی پیشرفت تحصیلی دانشجویان دانشگاه علوم پزشکی سمنان، مجله آموزش در علوم پزشکی، 14(9)، 805-796.

برزگر بفرویی، کاظم، برزگر بفرویی، مهدی، و ملایی بهرامی، یعقوب. (1393). نقش جهت‌گیری هدف و راهبردهای فراشناختی خواندن در پیش‌بینی انگیزش تحصیلی دانشجویان پسر دانشگاه فرهنگیان یزد، فصلنامه پژوهش در یادگیری آموزشگاهی، 2(5)، 49-27.

تنهای رشوانلو، فرهاد، و حجازی، الهه. (1388). ارتباط ادراک از سبک فرزندپروری والدین با انگیزش تحصیلی و پیشرفت تحصیلی در دانش‌آموزان دبیرستانی، فصلنامه پژوهش‌های آموزش و یادگیری، 39، 1-14.

ربّانی، زینب، و یوسفی، فریده. (1391). بررسی نقش واسطه‌گری جهت‌گیری هدف در رابطه‌ی خودکارآمدی و ارزش تکلیف با انواع راهبردهای شناختی، مجله مطالعات آموزش و یادگیری، 4(2)، 80-49.

سلطانی مجد، سید امیر هوشنگ؛ تقی زاده، محمد احسان، و زارع، حسین. (1392). اثربخشی آموزش گروهی مهارت‌های تحصیلی بر خودکارآمدی و انگیزش پیشرفت دانش آموزان پسر سال اول دبیرستان، پژوهش‌های علوم شناختی و رفتاری، 4(2)، 44-31

شمس، فاطمه، و تابع بردبار، فریبا. (1390). نقش واسطه‌ای خودکارآمدی تحصیلی در رابطه‌ی جهت‌گیری هدف و عملکرد ریاضی، روش‏ها و مدل‏های روان‌شناختی، 1(3)، 89-77.

قاسم، مرضیه، و حسین چاری، مسعود. (1391). تاب‌آوری روان‏شناختی و انگیزش درونی- بیرونی: نقش واسطه‏ای خودکارآمدی، روان‌شناسی تحولی، روان‌شناسان ایرانی، 9(33)، 71-61.

ویسانی، مختار، غلامعلی لواسانی، مسعود، و اژه‌ای، جواد. (1391). نقش اهداف پیشرفت، انگیزش تحصیلی و راهبردهای یادگیری بر اضطراب آمار: آزمون مدل علّی، مجله روان‌شناسی، 16(2)، 142-160.

Alci, B. (2015). The influence of self-efficacy and motivational factors on academic performance in general chemistry course: A modeling study. Educational research and reviews, 10(4), 453-461.

Asif, M. M. (2011). Achievement Goals and Intrinsic Motivation: A Case of IIUM. International Journal of Humanities and Social Science, 1(6), 196-206.

Bandura, A. (2000). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organization behavior. (pp. 120-136). Oxford, UK: Blackwell.

Bong, M. (2001). Between and within-domain relations of academic motivation among middle and high school students; self-efficacy, task-value, and achievement goals, Journal Educational Psychology, 93(1), 23-34.

Baranik, L. E., Stanley, L. J., Bynum, B. H., & Lance, C. E. (2010) Examining the construct validity of mastery-avoidance achievement goals: A meta-analysis. Human Performance, 23(3), 265–282.

Cury, F., Da Fonseca, D., Rufo, M., & Sarrazin, P. (2002). Perceptions of competence, implicit theory of ability, perception of motivational climate, and achievement goals: a test of the trichotomous conceptualization of endorsement of achievement motivation in the physical education setting. Perceptual and Motor Skills, 95(1), 233-244.

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist, 55, 68–78.

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461-475.

Elliot, A. J., Murayama, K. & Pekrun, R. (2011). A 3 × 2 Achievement Goal Model. Journal of Educational Psychology, 103(3), 632–648.

Greene, B. A., Miller, R. B., Crowson, M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29(4), 462-482.

Hunsu, N., Oje, A. V, Jackson, A. & Olaogun, P. O (2021) Examining Approach and Avoidance Valences of the 3 X 2 Achievement Goal Types on an Engineering Student Sample: A Validity Approach. Front. Frontier in psychology. 12, 1-12. doi: 10.3389/fpsyg.2021.628004

Kandemir, M. (2014). Predictors of Approach/Avoidance Achievement Goals: Personality Traits, Self-Esteem and Academic Self-Efficacy, International Online Journal of Educational Sciences, 6(1), 91-102.

Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles. Educational Research Review, 5(1), 50-67.

Kaplan, A., Gheen, M. & Midgley, C. (2002). Classroom goal structure and student disruptive behaviour. British journal of educational psychology, 72(2), 191-211.

Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. Y. (2010). The relationship between future goals and achievement goal orientations: An instinsic-extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-279.

Mascret, N., Elliot, A, & Cury,. F. (2017). Extending the 3 x 2 achievement goal model to the sport domain: The 3 x 2 Achievement Goal Questionnaire for Sport. Psychology of Sport and Exercise, 17, 7-14. ff10.1016/j.psychsport.2014.11.001ff. ffhal-01649327f

Méndez-Giménez, A., Cecchini-Estrada, J. A., Fernández-Río, J., Saborit, J. A. P., & Méndez-Alonso, D. (2017). 3x2 Classroom goal structures, motivational regulations, self-concept, and affectivity in secondary school. The Spanish Journal of Psychology, 20, e40, 1–12

Niemivirta, M. (2004). Habits of mind and academic endeavors, The Correlates and Consequences of Achievement Goal Orientations. Retrieved on January 18, 2009 from https://oa.doria.fi/dspace/bitstream/10024/3668/1/habitsof.pdf.

O'Brien, K. E. (2004). Self-Determination Theory and locus of control as antecedents of voluntary workplace behaviors, Department of Psychology College of Arts and Sciences University of South Florida,

Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between Achievement Goals and Self-Beliefs of Middle School Students in Writing and Science. Contemporary Educational Psychology, 25(4), 406-422.

Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary educational psychology, 25(1), 92-104.

Rawsthorne, L. J., & Elliot, A. J. (1999). Achievement goals and intrinsic motivation: A meta-analytic review. Personality and Social Psychology Review, 3(4), 326-344

Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and task avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.

Sideridis, G. D. (2005). Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities. International Journal of Educational Research, 43, 308–328

Su, X., Mcbride, R. E., & Xiang, P. (2015). College Students’ Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance, Journal of Teaching in Physical Education, 34, 2-17.

Tsai, H. J. (2015). Exploring college students' motivational beliefs in ability-grouped English classes in Taiwan, Durham theses, Durham University.

Van den Broeck, A., Ferris, D. L., Chang, C. H., & Rosen, C. C. (2016). A review of self-determination theory’s basic psychological needs at work. Journal of Management, 42 (5), 1195–1229

Yang, Y., Taylor, J., & Cao, L. (2016). The 3 x 2 Achievement Goal Model in Predicting Online Student Test Anxiety and Help-Seeking. International Journal of E-learning and distance education, 32(5), 1-16.

Was, C. (2006). Academic achievement goal orientation: Taking another look. Electoronic journal of research in educational psychology, 4(3), 529-55

Wang, C. K, Biddle, J., Stuart, J. H, & Elliot, Andrew, G. (2007). The 2×2 achievement goal framework in a physical education context. Psychology of Sport and xercise, 8, 147-168

Wigfield, A. (1994). Expectancy value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.

Model Fit Test in the Relationship Between Academic Self-Efficacy, 3×2 Achievement Goals, and Intrinsic- Extrinsic Motivation of Students

References

References

Volume 19, Issue 68July 2023Pages 152-180

Volume 19, Issue 68
July 2023
Pages 152-180