ACHIEVEMENT GOALS AND LEARNING STRATEGIES: A UNIVERSITY SETTING PERSPECTIVE
Abstract
Motivation is a significant predictor of academic performance, particularly in the context of university education. Contemporary research has repeatedly demonstrated the influence of non-cognitive factors, such as motivation, on academic achievement. This article reviews the complex relationship between motivation, achievement goals, perceived competence, and learning strategies in academic settings. It highlights the central role of achievement goals in shaping students' attitudes, strategies, and efforts in pursuit of high academic performance. Additionally, the mutually influencing interactions among these variables and their impact on overall academic achievement are explored. The article draws from established motivation theories, including achievement goal theory (AGT), self-determination theory (SDT), and social cognitive theory (SCT), to provide a comprehensive understanding of motivation within the university context. Ultimately, this review emphasizes the importance of nurturing and enhancing student motivation to improve educational outcomes.
Keywords:
academic performance, achievement goals, perceived competence, learning strategiesDownloads
Published
DOI:
https://doi.org/10.5281/zenodo.11655394%20Issue
Section
How to Cite
License
Copyright (c) 2024 Budi Santoso
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abd-El-Fatta, S. M. (2018). The effect of achievement goals profiles on learning approaches and academic achievement: A multiple-goals perspective. International Journal of School and Cognitive Psychology, 5(3), 1000214. https://doi.org/10.4172/2469-9837.1000214.
Abd-El-Fattah, S., & Patrick, R. R. (2011). The relationship among achievement motivation orientations, achievement goals, and academic achievement and interest: A multiple mediation analysis. Australian Journal of Educational & Developmental Psychology, 11, 91-110. www.newcastle.edu.au/journal/ajedp/.
Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 24(1), 21-37. https://doi.org/10.1006/ceps.1998.0978.
Asikainen, H., & Gijbels, D. (2017). Do students develop toward more Deep approaches to learning during studies? A systematic review on the development of students’ deep and surface approaches to learning in higher education. Educational Psychology Review, 29, 205–234. https://doi.org/10.1007/s10648-017-9406-6.
Aydiner-Uygun, M. (2020). Achievement goal orientations of students studying instrument education as predictors of their learning approaches. Music Education Research, 22(4), 1-15. https://doi.org/10.1080.146/3808.2020.1713735.
Azar, H. K., Lavasani, M. G., Malahmadi, E., & Amani, J. (2010). The role of self-efficacy, task value, and achievement goals in predicting learning approaches and mathematic achievement. Procedia - Social and Behavioral Sciences, 5, 942-947. https://doi.org/10.1016/j.sbspro.2010.07,214.
Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centered learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. https://doi.org/10.1016/j.edurev.2010.06.001.
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
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. https://doi.org/10.1080/08959285.2010.488463.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133-149. https://doi.org/10.1348/000709901158433.
