‘BUT MATH IS MY SUBJECT’ - A STUDY OF MOTIVATIONAL BELIEFS AND SELF-REGULATED LEARNING AS A PREDICTOR OF GOAL ORIENTATION IN SECONDARY SCHOOL STUDENTS

Overview

  • Article Title: ‘But Math is My Subject’ - A Study of Motivational Beliefs and Self-Regulated Learning as a Predictor of Goal Orientation in Secondary School Students

  • Authors: Shamila Nabi Khan (Lahore School of Economics, Lahore, Pakistan) & Maria Khan (Account Supervisor, Interflow Communications, Pakistan)

  • Publication: Business Review, Volume 10, Number 1, January – June 2015

  • Sample: 210 students from grade 7 to 9 across various schools.

  • Subjects: English and Math.

Abstract

  • Study Objective: To examine the relationship between three goal orientations (learning goal, relative ability goal, and performance avoidance) and students’ motivational beliefs and self-regulated learning.

  • Key Findings:

    • Positive motivational beliefs (adaptive task value) and higher cognitive strategy use linked to learning goal orientation.

    • Higher self-efficacy leads to relative ability goal orientation.

    • Test anxiety and lower intrinsic value lead to performance approach goal orientation.

Introduction

  • Context: The relevance of understanding students' goal orientation in their academic performance.

  • Goal Orientations:

    • Learning Goal Orientation: Focus on understanding and mastering material.

    • Performance Ability Goal Orientation: Concerned with relative performance compared to peers.

  • Research Gap: Exploration of how motivational beliefs influence goal orientation in academic performance.

Goal Orientation Concepts

  • Learning Goal Orientation: Associated with high intrinsic motivation and adaptive learning strategies.

  • Performance Ability Goal Orientation: Linked to validation of self-worth through performance, often leading to anxiety.

  • Performance Avoidance Goal Orientation: Challenges avoidance to prevent failure and negative outcomes.

Theoretical Framework

  • Goal Orientation:

    • Learning Goals: Drive to understand and master learning tasks, persistence despite difficulty.

    • Performance Goals: Focus on perceived ability and comparison to others, avoidance of challenging tasks.

  • Influencers: Effort perception, self-efficacy, and intrinsic vs extrinsic motivations shape student goals.

Research Questions

  • What is the relationship between goal orientations and motivational beliefs/self-regulated strategies among students?

Methodology

Sample Profile

  • Participants: Seventh to ninth-grade students in Lahore, 210 respondents total

  • Gender Distribution: 49% boys, 51% girls

Questionnaire Development

  • Sections: Motivational beliefs, Self-regulated learning strategies, Goal Orientation

  • Measurement: 7-point Likert scale used for respondents

  • Key Constructs:

    • Motivational Beliefs: Self-efficacy, intrinsic value, test anxiety.

    • Self-Regulated Learning: Cognitive strategy use, self-regulation.

    • Goal Orientation: Mastery, performance approach, performance avoidance.

Data Analysis

  • Hypotheses Testing: Conducted using Structural Equation Modeling (SEM) for both English and Math subjects.

  • Analysis Types:

    • Measurement Analysis (Confirmatory Factor Analysis)

    • Structural Analysis (Regression)

Results

Measurement Analysis

  • Reliability metrics confirmed, all variables met acceptable levels.

    • Construct reliability (CR) above 0.60 for all factors.

    • Validity confirmed through criteria set for convergent and discriminant validity.

Structural Analysis Findings

  • For Math:

    • Positive correlation between self-efficacy, intrinsic value, cognitive strategy use and learning goal orientation.

    • Test anxiety inversely related to learning goal orientation.

  • For English:

    • Significant findings aligned with those for Math, reaffirming anxiety as a detrimental factor across subjects.

Discussion

  • Key Findings:

    • Students with a strong learning goal orientation experienced less test anxiety.

    • Positive relationships exist between intrinsic value, self-regulated learning, and learning goal orientation.

    • The study indicates a nuanced interaction between goal orientation types and motivation outcomes.

  • Hypothesis Limitations: Results showed no significant correlation between learning goal orientation and self-efficacy contrary to prior research.

Implications for Educators

  • Understanding goal orientations aids in tailoring motivated learning environments.

  • Encouraging a balance of learning and performance goals can foster better student outcomes.

  • Teachers can implement strategies to manage test anxiety and promote intrinsic motivation to enhance learning.

Conclusions

  • The study illustrates the impact of motivational beliefs and self-regulated learning on goal orientations in academic contexts.

  • Future research needed to further explore discrepancies in findings on self-efficacy and goal orientations.