Achievement Goals Orientations among a Sample of University Students According to Some Variables
DOI:
https://doi.org/10.36473/ujhss.v61i4.1894Keywords:
achievement goal orientations, Mastery-avoidance, Performance - avoidance, Mastery-approach, Performance –approach, University studentsAbstract
The aim of the present study is to identify the achievement goal orientations among students of Baghdad University according to gender and study specialization variables. A random sample of (176) University students was selected (92 males and 84 females), and (108 science, 68 humanities) as far as specialization of study is concerned. Achievement Goal Questionnaire by Elliot and Murayama (2008) was adopted, translated to Arabic, and used in the study. The questionnaire consists of four-subscales: mastery–avoidance, performance–avoidance, mastery–approach, performance–approach, and it have 12 items with 3 items for each subscale. The questionnaire is a 5-likert scale ranging from "strongly agree" (5) to "strongly disagree"(1).The results showed that the higher level of achievement goal orientations was performance-avoidance, followed by performance-approach among the research sample. There were no significant differences in achievement goal orientations according to gender except for performance-avoidance in favor of males. Moreover, the results showed that there were statistically significant differences in all achievement goal orientations subscales except for mastery-avoidance and in favor of scientific specialization.
Downloads
References
Abu Ghali, A., & Abu Mustafa, N. (2016). Predicting the future career anxiety of the students specialized in psychological councelling in the college of education at Al -aqsa University in light of study satisfaction and achievement goals orientation. Al-Aqsa University Journal (Humanities Series, 20(1), 103-141.
Abu Ghazal, A. A. (2012). Motivational goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates. PhD dissertation, Yarmouk University, Irbid, Jordan.
Albaili, M. A. (2003). goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates. Social Behavior and Personality: An International Journal, 31(2), 107-120.
Al-Zgoul, R. (2006). Goal Orientations and their Relationship to Learning Strategies Of Mu'tah University Students. Jordan journal of education sciences, 2(3), 115-127.
Ames, C. (1992). Classrooms: Goals, Structures, and Student Motivation. Journal of educational psychology, 84(3), 261-271.
Banimufarrej, A. Y., & Alawneh, s. (2014). Goal orientations among Yarmouk University students and their relationship with self-regulated learning. Journal of Educational and Psychological Studies - Sultan Qaboos University, 8(3), 528-538.
Button, S. B., Mathieu, E. J., & Zajac, D. M. (1996). Goal orientation in organizational research: A conceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 61(1), 26-48.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34(3), 169-189.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality & Social Psychology, 72(1), 218-232.
Elliot, A. J., & Harackiewics, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Elliot, A. J., & Murayama, K. (2008). On the Measurement of Achievement Goals: Critique, Illustration, and Application. Journal of Educational Psychology. Journal of Educational Psychology, 100(3), 613-628.
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549-563.
Freihat, a. (2013). 2. Freihat, Afaf.( 2013). The behaviors adopted by the Hashemite University students and their relationship to social and academic behavio. Unpublished Master's Thesis, The Hashemite University, Jordan.
Ghbari, T., & Mahasneh, R. (2013). The Relationship between Goal Orientation and Problem Solving Strategy among the Hashemite University Students. Journal of educational and psychological researches, 14(3), 241-271.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73(6), 1284-1295.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562-575.
Keklik, D. E., & Keklik, I. (2013). Exploring the Factor Structure of the 2x2 Achievement Goal Orientation Scale with High School Students. Social and Behavioral Sciences, 48(3), 646-651.
Lee, J., McInerney, D., Liem, G., & Ortiga, Y. (2010). The relationship between future goals and achievement goal orientations: An intrinsic– extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-279.
Murphy, K. P., & Alexander, P. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
Pintrich, P. (2000). An Achievement Goal Theory Perspective On Issues in Motivation Terminology. Theory, and Research. Contemporary Educational Psychology, 25(1), 92-104.
Rady, A. J. (2015). Building and applying a measure of achievement goals orientations among middle school students according to Pintrich Model. Lark Philosophy, Linguistics and Social Sciences(7), 123-167.
Strunk, K. (2017). A factor analytic examination of the Achievement Goal Questionnaire-Revised: A three-factor model. Psychological Reports, 115(2), 400-414.
Tariq, S., Hussain, S., Mahmood, S., & Mubeen, S. (2011). The Relationship between Intrinsic Motivation and Academic Achievement of Male and Female Students at University Level in Pakistan: A Case Study. Journal of Education and Vocational Research, 2(5), 154-161.
Tyson, B. (2001). Learning and performance goal orientations influence on the goal setting process : is there an interaction effect?master thesis in psychology,. Blacksburg, Virginia: MA thesis in psychology.
