Goal orientation and academic achievement among low and high ability groups: The moderated mediation effect of self-efficacy for self-regulated learning

• Main Author: Polias, Shayne G.
• Format: text
• Language: English
• Published: Animo Repository 2017
• Subjects: Self-efficacy; Learning; Psychology of; Academic achievement; High school students
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5807
• Institution: De La Salle University

Using arguments based on student-context interactions, the present study investigated the mediating role of self-efficacy for self-regulated learning on the effect of student goal orientation on academic achievement as moderated by the goal orientation classroom-student fit (first-stage moderator) and ability-group membership (second-stage moderator). Moderated mediation analysis was conducted using survey data from 251 junior high school students in a public school in Manila, Philippines. Results indicate that self-efficacy mediates the effect of both mastery and performance goal orientation on achievement and this mediation is moderated by ability grouping but not my goal orientation classroom-student fit. Conditional process analysis showed that having high self-efficacy for self-regulated learning leads to higher academic achievement for low-achieving but not for high-achieving students. This moderation redounds to a positive indirect effect on achievement of both mastery and performance goal orientation; there are no indirect effects, however, for high-achieving students. Moreover, for low-achieving students, the indirect effect increases the positive direct effect of mastery goal orientation and mitigates the negative direct effect of performance goal orientation. These results are discussed in terms of how low-achieving students can still achieve if given the chance to exercise self-efficacy in in their own learning process.