Motives and information use on self-evaluation, goal orientations and academic achievement among college students
This study was conducted to determine the interplay between (a) the motive and information use on self-evaluation, and (b) achievement goal orientations, as it relates with college students course grade over the term. Three hundred twenty-three first year students (171 females 152 males) who were ta...
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| Format: | text |
| Language: | English |
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Animo Repository
2004
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/3135 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This study was conducted to determine the interplay between (a) the motive and information use on self-evaluation, and (b) achievement goal orientations, as it relates with college students course grade over the term. Three hundred twenty-three first year students (171 females 152 males) who were taking introductory English classes participated in the study. The 18-item achievement goals questionnaire of Elliot & Church (1997) and the 24-item self-evaluation inventory scale derived from the research of Wayment & Taylor (1995) were the measures used in this research. Descriptive and correlational analyses were executed to explore the motive and information use on self-evaluation among college students and to find out whether significant relationships exist among the variables measured. Stepwise multiple regressions were also conducted to identify which among the variables could be considered significant predictors of academic achievement. The findings in the study revealed that frequency of use of objective information and past and future selves were frequently used for self-evaluation and perceived to be useful for meeting the self-evaluative motives among college students. Significant relationships were found between objective, past & future selves information and mastery goals while social comparison information was related to performance goals. Motives of self-accuracy and self-improvement on self-evaluation were linked with both performance and mastery goals. Frequency of use of objective information and performance approach goals were found to be significant predictors of grades in the course. |
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