Much research has focused on the variables associated with student academic outcomes indicated by class grades. This study explored the influence of student goal orientation on academic achievement based on a trichotomous model: mastery goals (motivated by a desire to master a task or subject), performance-approach goals (motivated by a desire to perform well compared to others), and performance-avoidant goals (motivated by a fear of failure). As the literature demonstrates, a myriad of personal factors may influence the connection between goal orientation and academic achievement—variables such as intrinsic motivation, commitment to goals, perceived competence, and affect. The hypothesis of this study was that the construct of self-efficacy, which encompasses several of these variables, moderates the relationship between goal orientation and academic achievement. Based on the results of the study, implications were discussed regarding the importance of parent and teacher involvement in promoting student self-efficacy and appropriate assignment related goal getting, particularly during high school for those planning to attend college.

Included in

Psychology Commons