The role of achievement goals orientation in math performance: Mediating students’ self-regulation

Document Type : Research Paper

Author

Assistant Professor, Department of Psychology, Mahabad Branch, Islamic Azad University

Abstract

The main aim of this study was to investigate the role of achievement goals orientation in students' math performance and the mediating role of self-regulation. The sample included 358 students of randomly selected through cluster sampling. This research is a correlational study. Predicting variables were achievement goals orientation as well as self-regulation, and math performance was the criterion variable. The instruments were Middleton and Midgley achievement goals orientation as well as Pintrich and de Groot self-regulation questionnaires. Math scores were used to reflect the math performance of the students. The results indicated a significant correlation between the variables of self-regulation, mastery orientation, and achieving goals orientation with math performance, but there was not a significant correlation between achieving goals orientation with self-regulation and math performance. The results also showed a direct effect of self-regulation and the direct and indirect effects of performance-approach and mastery goals orientations on math performance as positive and significant. Therefore, self-regulation plays a significant and facilitative, mediating role between motivational orientations and math performance.

Keywords

References

علایی خرایم، رقیه؛ نریمانی، محمد و علایی خرایم، سارا (1391). مقایسه­ی باورهای خودکارآمدی و انگیزه‌ی پیشرفت در میان دانش‌آموزانِ با و بدون ناتوانی یادگیری. مجله‌ی ناتوانی­های یادگیری،  1(3)،  104-85.
 لاورنس اس. می‌رز، گلن کامست . ا.جی. گارینو (2011). پژوهش چند متغیری کاربردی (طرح و تفسیر). حسن پاشا شریفی، ولی‌الله فرزاد، سیمین دخت رضاخانی، حمیدرضا حسن‌آبادی، بلال ایزانلو و مجتبی حبیبی(391)، تهران: انتشارات رشد.
عابدی، احمد؛ پیروز زیجردی، معصومه و یارمحمدیان، احمد (1391). اثربخشی آموزش توجه بر عملکرد ریاضی دانش‌آموزان با ناتوانی یادگیری ریاضی. مجله‌ی ناتوانی های یادگیری، 2(1)، 106-92.
لواسانی، مسعود غلامعلی؛ هیمن خضری، آذر؛ جواد، امانی و مال احمدی، احسان (1389). نقش خودکارآمدی تحصیلی و اهداف پیشرفت در تنیدگی، اضطراب و افسردگی دانش‌آموزان. مجله روان‌شناسی، 56(4)، 432-417.
مددپور پژمان، محمدی فر محمد علی و رضایی، علی محمد (1395). نقش باورهای معرفت شناختی، باورهای انگیزشی و خودکارآمدی ریاضی در پیش‌بینی پیشرفت ریاضی. مجله‌ی روان‌شناسی مدرسه، 5(1)، 100-81.
نریمانی، محمد، عباسی، مسلم، ابوالقاسمی، عباس و احدی، بتول (1392). مقایسه‌ی اثر بخشی آموزش پذیرش/ تعهد با آموزش تنظیم هیجان بر سازگاری دانش‌آموزان دارای اختلال ریاضی، مجله‌ی ناتوانی‌های یادگیری، 2(4)، 176-154.
نصرتی، فاطمه؛ غباری بناب، باقر؛ وکیلی نژاد، مریم و کشاورز افشار، حسین (1395). اثربخشی آموزش مستقیم بر عملکرد ریاضی دانش‌آموزان با اختلال یادگیری خاص. مجله ی ناتوانی های یادگیری، 5(4)، 122-108. 
Akın, A. (2012). Achievement Goal Orientations and Age. The Online Journal of Counselling and Education, 1(1),77-81
Alaei Kharaem , R., Narimani,  M. & Alai kharaim, S. (2012)A comparison of self-efficacy beliefs and achievement motivation in students with and without learning disability. Journal of Learning Disabilities,.1(3), 85-104. (Persian).
Alkharusi, H. (2010). Validation of the Trichotomous Framework of Achievement Goals for Omani Students. Sultan Qaboos University. Educational Research Journal. Hong Kong Educational Research Association. 25(2), 263-285.
Ames, C. (1992). Classrooms: Goals, Structure and Students Motivation. Journal of Educational Psychology. 80 (3), 260-267.
Archer, J. (1994). Achievement Goals as a Measure of Motivation in University Students. Contemporary Educational Psychology. 19(4), 430-446.
Choon H. O. (2014). Goal Orientation of Adult Students Towards Learning Strategies: The Malaysian Context. Psychological Thought.7(2). 156-167
Dinc  Z.  F.(2010). Relationship Between Achievement Goal Orientation and Physical Self-perception among Students Attending Physical Education Teaching. World Applied Sciences Journal. 11(6). 662-668.
Elliot, A. J., & Mcgregor, H. (2001). A 2X2 achievement goal framework. Journal of Personality and Social Psychology. 80(3). 501–519.
Elliot, A.J. Shell, M.M., Kelly Bouas, H. & Maier, M.A. (2005). Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test: journal of Educational Psychology. 97(4). 630–640.
Kaplan, A. & Maehr, M.L. (1999). Achievement Goals and Student Well-Being. Contemporary educational psychology. 24, 330-358.
Kurd, B., & Pasha Sharifi, H. (2014).The Role of Achievement Goals and Self-Regulation On college student's Academic Performance. Journal of Behavioral sciences in Asia. 2(10), 1-8.
Lavasani, .Gh.M., Khezriazar, H., Amani, J., & Malahmadi, E. (2011)The Role of Academic Self-Efficacy and Achievement Goals in Level of Stress, Anxiety, and Depression of University Students. Journal of Psychology. 14(56), 417-432. (Persian).
Madadpoor, P., Mohammadi far M.A. & Rezaei A.M. (2016).The relationship between epistemological beliefs, motivational beliefs and mathematics self-efficacy with mathematics progress. Journal of school psychology. 5(1). 139-145. (Persian).
Meyers M. L., & Lawernce S. (2011). Applied multivariate research: design and interpretation. Sharifi, H.P., Farzad, V.A., Razakhani, S.D., Hassanabadi, H.R., Ezanloo, B., & Habibi, M. (2013).Tehran: rosht press center. (Persian).
Middleton, M.J. & Midgle, C. (2002). Beyond Motivation: Middle School Students’ Perceptions of Press for Understanding in Math. Contemporary Educational Psychology. 27(3), 373–391.
Narimani, M., Abbasi, M., Abolghasemi, A. & Ahadi, B. (2013).A study comparing the effectiveness of acceptance/commitment by emotional regulation training on adjustmentin students with dyscalculia. Journal of Learning Disabilities, 2(4), 154-176. (Persian).
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in
learning and achievement. Journal of Educational Psychology. 92(3), 544–555.
Pintrich, P. & de Groot, V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology.82(1).33-40.
Stiner, L. A. (2007). The effect of personal and epistemological beliefs on performance in a college developmental mathematics class[dissertation]. Kansas: The University of Kansas.
Ramdass, D. & Zimmerman B. J.(2011). Developing Self- Regulation Skills: The Important Role of Homework. Journal of advanced academics. 22 (2).194–218.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation Historical background, methodological developments, and future prospects. American Educational Research Journal. 45(1), 166 -183.
 

Files

Share

How to cite

Statistics