The Relationship between Task Value and Goal Orientation with Academic Achievement: The Mediating Role of Self-Efficacy

Subject Areas : Educational Psychology

Maryam Khamushian Sahneh ¹ ( Master's degree in Educational Psychology, Islamic Azad University, Khorramabad, Iran )
zahra tanha ² ( Assistant Professor, Department of Psychology, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran )
Razieh jalili ³ ( Assistant Professor, Department of Educational Sciences, Khorram Abad Branch, Islamic Azad University, Khorram Abad, Iran )

Received: 2023-06-24 Accepted : 2023-09-03 Published : 2023-08-23

Keywords: Academic Achievement, goal orientation, Self-efficacy, Task value,

Abstract :

The purpose of the present study is to investigate the relationship between task value and goal orientation with academic achievement with the mediating role of self-efficacy in students of Khorram Abad Azad University. The research method was a correlational description. The statistical population was 12,000 students of the Islamic Azad University, Khorramabad branch. The sample size was selected based on Klein's model and with available sampling method (online method) of 350 people. To measure the research variables, students' last semester's GPA, Pintrich & DeGroot's task value scale, achievement goal questionnaire–revised Elliott and Murayama and the general self-efficacy scale of Sherer & Maddux were used. Data were analyzed with Pearson's correlation coefficient and structural equations using SPSS and Amos software version 24. Based on the data analysis, there is a significant relationship between the task value, goal orientation and self-efficacy with academic achievement (P<0.01). Also, the direct paths of this research were significant and the indirect paths of task value and goal orientation through the mediating role of self-efficacy on students' academic achievement were significant. Finally, the final research model had a good fit (RMSEA = 0.061 and P-value < 0.05) and 39% of the variance of academic achievement was explained by the task value and the goal orientation with the mediating role of self-efficacy. Therefore, it can be concluded that the studied variables have a theoretical intersection and paying attention to the effect of these variables on students' academic achievement can be used in future planning and cover the gaps.

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Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37: 100683.

Alhadabi, A., Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students.  International Journal of Adolescence and Youth, 25(1): 519535.

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Chonsalasin, D., Khampirat, B. (2020). The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand. IEEE, 10: 11858-11870.

Elliot, A. J, & Mc Gregor, H. A. (2001). Achievement goal framework. Journal of Personality and Social Psychology, 80(3): 501-519.

Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3): 613-623.

Elliot, A. J., Aldhobaiban, N., Murayama, K., Kobeisy, A., Gocłowska, M. A., & Khyat, A. (2018). Impression management and achievement motivation: Investigating substantive links. International Journal of Psychology, 53 (1): 16-22.

Erturan G, McBride R, Agbuga B. 2020. Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model. Pedagogy of Physical Culture and Sports, 24(1): 12-20.

Esmaeili, S., & Ezatinia, M. J. (2019). The Effectiveness of life skills training on self-regulation and self-efficacy of students. Journal of Educational Administration Research Quarterly, 10(39): 145-160.  [In Persian]

Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75: 146-158.

Gholamali Lavasani, M., Hejazi, E., & Khezriazar, H. (2012). The role of self-efficacy, task value, achievement goals and cognitive engagement in mathematics achievement: Testing a causal model. Quarterly Journal of Educational Innovations, 11(1): 7-28. [In Persian]

Greene, J. A, & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3): 334-372.

Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37: 161-168.

Hashemicholicheh, S., Hashemi, Z., & Naghsh, Z. (2018). The mediatory role of the achievement emotions in relationship between Attributional styles, task value and academic burnout. Counseling culture & Psychotherapy, 9(34): 119-140.  [In Persian]

Honicke, T., Broadbent, J., & Fuller –Tyszkiewicz, M. (2019). Learner Self-Efficacy, Goal Orientation, and Academic Achievement: Exploring Mediating and Moderating Relationships. Higher Education Research & Development, 39: 689-703.

Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation. Learning and individual differences, 96: 102158.

Joushafar, A. A., Hassani Zangbar, N., & Sattari, Y. (2014). The relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students in 2012-2013. Journal of Instruction & Evaluation, 7(27): 55-66. [In Persian]

Karsheki, H., & Kohi, M. (2016). Psychometric properties of the academic homework value scale among graduate students of Ferdowsi University of Mashhad. Journal of Educational Research, 115-130 :( 53) 13. [In Persian]

Keskin, H. K. (2014). A path analysis of metacognitive strategies in reading, self-efficacy and task value. International Journal of Social Sciences & Education, 4: 798-808.

Khaleghkhah, A., Rezaiisharif, A., Sheikholslamy, A., & Pirgholi Kivi, M. (2019). The relationship between social intelligence and self-efficacy with students' creative problem solving style. Journal of Innovation & Creativity in Human Science, 9(1): 185-210. [In Persian]

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). New York: The Guilford Press.

Li, X., Huebner, E. S., & Tian, L. (2020). Relations between achievement task values and academic achievement and depressive symptoms in Chinese elementary school students: Variable-centered and person-centered perspectives. School Psychology, 36 (3): 167-180.

Lim, J., Kim, M., Chen, S. S, & Ryder, C. E. (2008). An empirical investigation of student achievement and satisfaction in different learning environments. [Electronic version]. Journal of Instructional Psychology, 35 (2): 56-78.

Liu, J., Peng, P., Luo, L. (2020). The Relation between family socioeconomic status and academic achievement in China: A meta-analysis. Educational Psychology Review, 32: 49-76.

Liu, Q., Du, X. & Lu, H.  (2023). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 42: 2619–2635.

Lu, B., Deng, Y., Yao, X., Li, Z. (2021). Learning Goal Orientation and Academic Performance: A Dynamic model. Journal of Career Assessment, 30(2): 1-17.

Maniaci, G., La Cascia., Giammanco, A., Ferraro, L., Palummo, A., Saia, G. F., Pinetti, G., Zarbo, M., & La Barbera, D. (2023). The impact of healthy lifestyles on academic achievement among Italian adolescentS. Current Psychology, 45: 5055-5061.

Mawang LL, Kigen EM, Mutweleli SM. 2020. Achievement goal motivation and cognitive strategies as predictors of musical creativity among secondary school music students. Psychology of Music, 48(3): 421-433.

Meece, J., Blumenfeld, P., & Hoyle, R. (1988). Student goal orientation and cognitive engagment in classroom activities. Journal of Educational Psychology, 80: 514- 523.  

Moradi, A., & Sharifi, K. (2018). The relationship between perception from the achievement goals emphasized by parents and teachers with self-efficacy beliefs and coping strategies of students in mathematics: The role of math achievement goals. Journal of School Psychology & Institutions, 7(1): 183-518. [In Persian]

Moshtaghi, S., Mir Hashemi, M., & Sharifi, H. P. (2012). An Investigation of the Psychometric Properties of the Achievement Goal Questionnaire-Revised (AGQ-R) among the Student Population. Quarterly of Educational Measurment, 2(7): 71-90. [In Persian]

Motaharinezhad, F., Rezaye, S. S., Heidarieh, S. M., & Noruzi, R. (2016). Relationship between Self-efficacy, Achievement Motivation and Academic Achievement in Students with Learning Disabilities. J Mazandaran Univ Med Sci, 25 (132):329-333. [In Persian]

Patricia, A. N.) 2000). Cost Perception and the Expectancy-Value Model of Achievement Motivation. Paper Presented at The Annual Meeting of The American Educational Research Association (New Orleans, La; 21-28).

Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1): 128-132.

Pintrich, P. R., & De Groot, E. V. (1991). Motivation and self-regulated learning components of class room academic performance. Journal of Educational Psychology, 82: 33 – 40.

Pintrich, P. R. (2000). Multiple goals, multiple pathway: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3): 544-555.

Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments & Computers, 36(4), 717–731. 

Reigal, R. E., Vazquez-Diz, J. A., Morillo-Baro, J. P., Hernandez-Mendo, A., & Morales-Sanchez, V. (2020). Psychological Profile, Competitive Anxiety, Moods and Self-Efficacy in Beach Handball Players. International Journal of Environmental Research and Public Health, 17 (1): 241.

Rezaei Rad, M., & Naseri, E. (2020). The effect of mobile learning-based education on self-efficacy, self-control, self-regulation, and academic performance students. Quarterly Journal of Information and Communication Technology in Educational Sciences, 12(39): 125-144. [In Persian]

Sanchez Rosas, J. (2015). Validation of the achievement goal questionnaire-revised in Argentinean university students (A-AGQ-R). International Journal of Psychological Research, 8(1): 10-23.

Sanli, C. (2021). The relation between task value, test anxiety and academic self-efficacy: A moderation analysis in high school geography course. Participatory Educational Research, 8(1): 265-275.

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