The Mediating Role of Achievement Goal Orientation in ‎Relation between Core Self-Evaluation and Academic ‎Performance of Physics

Document Type : Research Paper

Authors

1 M.S student of Educational Psychology, Educational Psychology, Semnan University, Semnan, Iran.

2 Associate Professor of Psychology, Faculty of Psychology and Educational Sience. Semnan University

3 department of clinical psychology, faculty of psychology and educational sciences, Semnan ‎University, Semnan, Iran.‎

Abstract

Abstract ‎
‎The purpose of the present study was to investigate the ‎mediating role of the achievement goal orientation with the core self-‎evaluation and academic performance of physics. The present study was a ‎correlational study‏.‏‎ Participants were 221 students (90 girls, 131 boys) in the ‎third year of high school in Qaem Shahr in the academic year of ‎‏2017-2016‏‎. ‎Random sampling method was used. Participants completed the questionnaire ‎of the achievement goal orientation (Eliot & McGregory, 2003), and the ‎questionnaire the core self-evaluation Scale. Data were analyzed using ‎Multiple Regression and path analysis. The results showed that the mastery ‎goal orientation predicted physics’ scores significantly. The achievement goal ‎orientation had a mediating role in the structural relationship between the core ‎self-evaluation and physics performance . People ‎with poor self-evaluation were more likely to adopt the avoidance achievement ‎goal orientation, and this was associated with a decline in physics performance. ‎In designing a physics lesson, one should pay attention to the conditions in ‎which students evaluate themselves.‎

Keywords

References

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
 Arshadi, N., Neisi, A., & Dadras, M. (2012). The direct and indirect effect of core self-evaluations on job satisfaction, organizational commitment and job performance. Contemporary Psychology, 7(1), 35-48. [In Persian]
Bono, J. E., & Judge, T. A. (2003). Core self-evaluations: A review of the trait and its role in job satisfaction and job performance. European Journal of Personality, 17(Suppl1), S5–S18. https://doi.org/10.1002/per.481
Bossaert, G., Doumen, S., Buyse, E., & Verschueren, K. (2011). Predicting children's academic achievement after the transition to first grade: A two-year longitudinal study. Journal of Applied Developmental Psychology, 32(2), 47–57. https://doi.org/10.1016/j.appdev.2010.12.002
Chang, C.-H. (D.), Ferris, D. L., Johnson, R. E., Rosen, C. C., & Tan, J. A. (2012). Core self-evaluations: A review and evaluation of the literature. Journal of Management, 38(1), 81–128. https://doi.org/10.1177/0149206311419661
Clipa, O., Ignat, A., & Rusu, P.P. (2011). Relations of Self-Assessment Accuracy with Motivation Level and Metacognition Abilities in Pre-Service Teacher Training. Procedia - Social and Behavioral Sciences, 30, 883-888. https://doi.org/10.1016/j.sbspro.2011.10.171
Ćukušić, M., Garača, Ž. & Jadrić, M. (2014). Online self-assessment and students' success in higher education institutions. Computers & Education, 72(1), 100-109. Elsevier Ltd. Retrieved July 9, 2024 from https://www.learntechlib.org/p/200900/.
Delavarpour, M. (2008). Prediction of metacognitive awareness and academic progress based on the goal orientation of progress. New Psychological Research, 3(9), 65-91. [In Persian]
Dormann, C., Fay, D., Zapf, D., & Frese, M. (2006). A State-Trait Analysis of Job Satisfaction: On the Effect of Core Self-Evaluations. Applied Psychology: An International Review, 55(1), 27–51. https://doi.org/10.1111/j.1464-0597.2006.00227.x
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218
Elliot, A. J., & McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. https://doi.org/10.1037/0022-3514.80.3.501
Grant, A. M., & Wrzesniewski, A. (2010). I won’t let you down… or will I? Core self-evaluations, other-orientation, anticipated guilt and gratitude, and job performance. Journal of Applied Psychology, 95(1), 108–121. https://doi.org/10.1037/a0017974
Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016). The relationship between self-efficacy and academic achievement: A 5-year panel analysis. The Asia-Pacific Education Researcher, 25(1), 89-98. https://doi.org/10.1007/s40299-015-0236-3
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self‐evaluations scale: Development of a measure. Personnel psychology, 56(2), 303-331. https://doi.org/10.1111/j.1744-6570.2003.tb00152.x
Judge, T. A., Locke, E. A., Durham, C. C., & Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: the role of core evaluations. Journal of Applied Psychology, 83(1), 17-34. https://doi.org/10.1037/0021-9010.83.1.17.
Kaplan, A., Martin, L., & Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19(2). 141-187.
Kaplan, A., Middleton, M. J., Urdan, T., & Midgley, C. (2002). Achievement Goals and Goal Structures. In C. Midgley (Ed.), Goals, Goal Structures, and Patterns of Adaptive Learning (pp. 21-53). Mahwah, NJ: Erlbaum.
Kord, B. (2017). The role of achievement goals orientation in math performance: Mediating students’ self-regulation. Journal of School Psychology, 5(4), 85-100. [In Persian]
 Moshtaghi, S., Mirhashemi, 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 Measurement, 2(7), 71-90. [In Persian]
Okun, M. A., Fairholme, C., Karoly, P. (2005). Academic Goals, Goal Process Cognition, and Exam Performance Among College Students. Learning and Individual Differences. 16, 255–265. https://doi.org/10.1016/j.lindif.2006.04.001
Pastor, D. A. Barron, K. E. Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32, 8–47. https://doi.org/10.1016/j.cedpsych.2006.10.003
Piccolo, R. F., Judge, T. A., Takahashi, K., Watanabe, N., & Locke, E. A. (2005). Core self-evaluations in Japan: Relative effects on job satisfaction, life satisfaction, and happiness. Journal of Organizational Behavior, 26(8), 965–984. https://doi.org/10.1002/job.358
Pintrich, P. R., Zusho, A., Schiefele, U., & Pekrun, R. (2001). Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison. In Student motivation (pp. 149-169). Springer, Boston, MA.
Sağlam, H., & Yontar, A. (2018). High School Students’ Physics Achievement in Terms of Their Achievement Goal Orientations, Self-Efficacy Beliefs and Learning Conceptions of Physics. Bogazici University Journal of Education, 35(1), 31-50.         
 Saif, D. (2015). Prediction of self-efficacy in mathematics based on goal orientations among academically gifted students. Journal of Teaching and Learning Studies, 7(2), 21-40. [In Persian] https://doi.org/10.22099/jsli.2016.3688
Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self‐efficacy and retention in introductory physics. Journal of Research in Science Teaching, 49(9), 1096–1121. https://doi.org/10.1002/tea.21050
Shams, F., & Tabebordbar, F. (2011). Mediating Role of Academic Self-efficacy for Goal Orientation and Math Performance. Psychological Models and Methods, 1(3), 82-95. [In Persian] DOR: 20.1001.1.22285516.1390.1.3.6.8
Sharifi Ardani, A., Khayyer, M., Hayati, D., Sharifi Ardani, A., Raeisi, J., & Rouhi, A. (2013). Predicting Academic Achievement Based on Grit as a Personality Trait with Mediating Role of Goal Orientation Among MA Students of Shiraz University. Educational Development of Judishapur, 4(3), 53-63. [In Persian]
Sheykhshabani, S. E., Arshadi, N., & Bazrafkan, H. (2012). The effect of Work-family Conflict on Job satisfaction and Mental Health. Family Counseling and Psychotherapy, 1(3), 349-365. [In Persian] DOR: 20.1001.1.22516654.1390.1.3.6.8
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238–245. https://doi.org/10.1016/j.paid.2017.08.014
Suprapto, N., Chang, T. S., & Ku, C. H. (2017). Conception of learning physics and self-efficacy among Indonesian university students. Journal of Baltic Science Education, 16(1), 7. https://doi.org/10.33225/JBSE/17.16.07
Sylvia M.R (2014). Assessing Fourth Year Student-Teachers understanding of Self-Evaluation Report Writing. Procedia - Social and Behavioral Sciences. (116), 3838-3842. https://doi.org/10.1016/j.sbspro.2014.01.851
Tamanaifar, M. R., Sedighi Arfai, F., & Salami Mohammad Abadi, F. (2023). The Relationship of Emotional Intelligence, Self-Concept and Self Esteem to Academic Achievement. Quarterly Journal of Research and Planning in Higher Education, 16(2), 99-113. [In Persian]
Toisercani Ravari, F., Arabzadeh, M., & Kadivar, P. (2015). The relationship between classroom environment, achievement goals and reflective thinking with students' mathematics performance. Journal of School Psychology, 4(1), 52-69. [In Persian]
Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of educational psychology, 96(2), 236. https://doi.org/10.1037/0022-0663.96.2.236

Files

Share

How to cite

Statistics