Choosing letter grade evaluations: The interaction of students’ achievement goals and self-efficacy

Correlations were examined between two measures of accounting self-efficacy, achievement goal setting, attributions, and scores on the Accounting Practice Achievement Test, obtained 1 yr. apart for 124 freshmen in junior college. Analysis indicated favorable attribution contributed to a higher mean score on accounting self-efficacy. Students with higher perceived self-efficacy performed better on the proficiency tests. Those with higher self-efficacy also set higher goals for subsequent achievement tests. Moreover, students who set higher achievement goals performed better. Goal setting mediated the relation of initial self-efficacy with subsequent test performance. However, the amount of variance accounted for by self-efficacy was small. An effective method for enhancing performance on an accounting achievement test might be to increase beneficial attributions, self-efficacy in accounting, and to encourage setting reasonable achievement goals.

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Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education: A Longitudinal Analysis

Psychological Reports ◽

10.2466/14.09.pr0.112.3.771-787 ◽

2013 ◽

Vol 112 (3) ◽

pp. 771-787 ◽

Cited By ~ 10

Author(s):

Gunnar Bjørnebekk ◽

Åge Diseth ◽

Robin Ulriksen

Keyword(s):

Academic Achievement ◽

Path Analysis ◽

Self Efficacy ◽

Achievement Goals ◽

Longitudinal Research ◽

Science Students ◽

Achievement Level ◽

Measuring Achievement ◽

And Performance ◽

Avoidance Goals

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time.

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An Exploration of Some Antecedents and Consequences of Creative Self-Efficacy: The Role of Achievement Goals, Enjoyment and Divergent Thinking

Creativity Theories – Research – Applications ◽

10.1515/ctra-2016-0002 ◽

2016 ◽

Vol 3 (1) ◽

pp. 19-33 ◽

Cited By ~ 8

Author(s):

Rogelio Puente-Diaz ◽

Judith Cavazos Arroyo

Keyword(s):

Self Efficacy ◽

Achievement Goals ◽

Structural Equation ◽

Divergent Thinking ◽

Thinking Skills ◽

Positive Influence ◽

Measuring Achievement ◽

Antecedents And Consequences ◽

Creative Self

AbstractWe examined the role of task-, self- and other-approach achievement goals and enjoyment as antecedents of creative self-efficacy and the influence of creative self-efficacy on divergent thinking scores among children from Mexico. Participants completed a battery of questionnaires measuring achievement goals, creative self-efficacy, enjoyment and divergent thinking skills. We used Structural Equation Modelling to test our hypotheses, treating the variables as latent. Results showed a positive influence of other-approach achievement goals and enjoyment on creative self-efficacy. The influence of creative self-efficacy on divergent thinking scores was not significant. The implications of our results are discussed.

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A Multicomponent Measure of Writing Motivation With Basic College Writers

Learning Disability Quarterly ◽

10.1177/0731948715583115 ◽

2015 ◽

Vol 39 (1) ◽

pp. 31-43 ◽

Cited By ~ 16

Author(s):

Charles A. MacArthur ◽

Zoi A. Philippakos ◽

Steve Graham

Keyword(s):

Community College ◽

Goal Orientation ◽

Self Efficacy ◽

Achievement Goals ◽

Design Research ◽

Developmental Writing ◽

Writing Quality ◽

Writing Classes ◽

College Writers ◽

Avoidance Goals

The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 133 students in 11 classes completed the motivation scales at the beginning and end of the semester along with measures of writing quality. Single factors were found for self-efficacy and affect. For goal orientation, factors were found for mastery, performance, and avoidance goals. For beliefs, factors were found for beliefs related to the content of writing and to conventions. Anticipated patterns of correlations among the factors were found. The validity of the scales was further supported by significant differences in the anticipated direction between higher and lower level classes on five of seven factors. In addition, significant changes were noted from pretest to posttest in the anticipated direction on six of seven factors.

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