Achievement motives, self-efficacy, achievement goals, and academic achievement at multiple stages of education: a longitudinal analysis.
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.
The Norwegian Centre for Child Behavioral Development, Postbox 7053, Majorstuen, 0306 Oslo, Norway. gunnar.bjornebekk@atferdssenteret.no
Gunnar
G
Bjørnebekk
Age
A
Diseth
Robin
R
Ulriksen
D000124:Achievement; D000328:Adult; D004521:Educational Measurement; D006040:Goals; D006801:Humans; D008137:Longitudinal Studies; D020377:Self Efficacy; D013334:Students / Q000523:psychology*; D014495:Universities / Q000706:statistics & numerical data*; D055815:Young Adult