ACHIEVEMENT GOALS OF MATRICULATION STUDENTS: ROLE OF EPISTEMOLOGICAL BELIEFS
Main Article Content
Keywords
Performance avoidance goal, Performance goal, Mastery goal, Epistemological beliefs, education
Abstract
This study investigated how students' beliefs about learning affect their achievement goal orientation. A total of 340 matriculation (foundation) students (47% males, 53% females) from two public universities were given two inventories – epistemological beliefs for science and achievement goal orientation – to measure their epistemological beliefs about science and achievement goal orientation. Results yielded that canonical correlations established by innate ability and quick learning were positively correlated with performance goal, mastery avoidance goal, and performance avoidance goals, but innate ability and quick learning negatively correlated with mastery goal. Further, innate ability and quick learning were predictors of achievement goal orientation. These results provided new empirical evidence on how epistemological beliefs contribute relatively to students' adopting achievement goal orientation.
References
Abedalaziz, N., Chin. H.L. C., & AlHarthy, S. (2013). Jordanian version of the epistemological questionnaire beliefs about mathematics: The validation study. International Review of Contemporary Learning Research, 2(2), 59-73.
Abedalaziz, N., Hutagalung, F., & Tharbe, I. (2014). Construction and validation of epistemological beliefs questionnaire for science in the Malaysia Context. International Congress on Interdisciplinary Behavior and Social Sciences 2013. Advances topics in social and behavior sciences. CRC Press, Balkema, Taylor & Francis Group, Netherland. Recent Trends.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Braten, I., & Stromso, H. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371–388.
Braten, I., & Stromso, H. I. (2005). The relationship of epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75, 539-565.
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction, Merril/Prentice Hall, Upper Saddle River, NJ.
Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35, 75–87.
Church, M. A., Elliot, A. J. & Gable, S. L. (2001). Perception of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology. 93(1), 43-54.
Davis, J. A. (1971). Elementary survey analysis. Englewood, NJ: Prentice-Hall.
DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology, 76, 535–551.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In E. M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality, and social development, Vol. 4, pp. 643–691. New York: Wiley.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 968–980.
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139–156.
Elliot, E., & McGregor, H. (2001).A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 3, 501-519.
Harackiewicz, J. M., & Linnenbrink, E. A. (2005). Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich. Educational Psychologist, 40(2), 75–84.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645.
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.
Hofer, B. K., & Pintrich, P. R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
Jehng, J. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students' epistemological beliefs about learning. Contemporary Educational Psychology, 18, 23–35.
Kienhues, D., Bromme, R. & Stah, E. (2008). Changing epistemological beliefs: The unexpected impact of a shortterm intervention. British Journal of Educational Psychology, 78, 545–565
Laster, B. (2010). Structural and correlational analysis of two common measures of personal epistemology. Unpublished doctoral dissertation, Oklahoma State University, USA.
Lau, K., & Lee, J. (2008). Validation of a Chinese achievement goal orientation questionnaire. British Journal of Educational Psychology, 78, 331–353.
Leech, N. L., Barrett, K.C., & Margon, G. A. (2011). SPSS for Intermediate Statistics: Use and Interpretation. Lawrence Erlbaum Associates, Inc., Publishers.
Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. In S. Volet & S. J ¨arvel ¨a (Eds.), Motivation in learning contexts: Theoretical and methodological implications, pp. 251–269. Amsterdam: Pergamon Press.
Liu, W.C., John Wang, W.K., Tan, O.S., Ee, J., & Koh, C. (2009). Understanding students' motivation in project work: A 2 x 2 achievement goal approach. British Journal of Educational Psychology, 79, 87–106.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performanceapproach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77– 86.
Midgley, C., Maehr, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E., et al. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis. Review of Educational Research, 74(3), 317–377.
Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3–54.
Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3–53.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Ozkal, K., Tekkaya, C.,Cakiroglu J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences,19(1), 71-79.
Paulsen, M. B., & Feldman, K. A. (1999). Student motivation and epistemological beliefs. New Directions for Teaching and Learning, 78, 77-80.
Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the selfregulated learning of college students: Motivational strategies. Research in Higher Education, 46(7), 731-768.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
Phan, H. P. (2009). Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established. British Journal of Educational Psychology, 79, 155–173.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319–337.
Qian, G., & Alverman, D. (2000). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87, 282-292.
Ravindran, B., Greene, B. A., & DeBacker, T. K. (2005). Predicting preservice teachers' cognitive engagement with goals and epistemological beliefs. Journal of Educational Research, 98(4), 222–232.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.
Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406–411.
Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435– 443.
Schommer-Aikins, M. A. (2002). An evolving theoretical framework for an epistemological belief system. In B. Hofer and P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, pp. 103-118. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, pp. 261–275. Mahwah, NJ: Erlbaum.
Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growthcurve analysis. Journal of Educational Psychology, 100, 655– 671. doi:10.1037/0022-0663.100.3.655
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics, 5th Ed. Boston, MA: Pearson Education, Inc.
Urdan, T. (1997). Achievement goal theory: Past, results, future directions. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement, Vol. 10, pp. 99–142. Greenwich, CN: JAI Press.
Wheeler, D. (2007). Development and construct validation of the epistemological beliefs survey for mathematics. Unpublished doctoral thesis, Oklahoma State University, USA.
Abedalaziz, N., Hutagalung, F., & Tharbe, I. (2014). Construction and validation of epistemological beliefs questionnaire for science in the Malaysia Context. International Congress on Interdisciplinary Behavior and Social Sciences 2013. Advances topics in social and behavior sciences. CRC Press, Balkema, Taylor & Francis Group, Netherland. Recent Trends.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
Braten, I., & Stromso, H. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371–388.
Braten, I., & Stromso, H. I. (2005). The relationship of epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75, 539-565.
Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction, Merril/Prentice Hall, Upper Saddle River, NJ.
Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35, 75–87.
Church, M. A., Elliot, A. J. & Gable, S. L. (2001). Perception of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology. 93(1), 43-54.
Davis, J. A. (1971). Elementary survey analysis. Englewood, NJ: Prentice-Hall.
DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology, 76, 535–551.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In E. M. Hetherington (Ed.), Handbook of child psychology: Socialization, personality, and social development, Vol. 4, pp. 643–691. New York: Wiley.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232.
Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 968–980.
Elliot, A. J., & Thrash, T. M. (2001). Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13, 139–156.
Elliot, E., & McGregor, H. (2001).A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 3, 501-519.
Harackiewicz, J. M., & Linnenbrink, E. A. (2005). Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich. Educational Psychologist, 40(2), 75–84.
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638–645.
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378–405.
Hofer, B. K., & Pintrich, P. R. (Eds.). (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
Jehng, J. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students' epistemological beliefs about learning. Contemporary Educational Psychology, 18, 23–35.
Kienhues, D., Bromme, R. & Stah, E. (2008). Changing epistemological beliefs: The unexpected impact of a shortterm intervention. British Journal of Educational Psychology, 78, 545–565
Laster, B. (2010). Structural and correlational analysis of two common measures of personal epistemology. Unpublished doctoral dissertation, Oklahoma State University, USA.
Lau, K., & Lee, J. (2008). Validation of a Chinese achievement goal orientation questionnaire. British Journal of Educational Psychology, 78, 331–353.
Leech, N. L., Barrett, K.C., & Margon, G. A. (2011). SPSS for Intermediate Statistics: Use and Interpretation. Lawrence Erlbaum Associates, Inc., Publishers.
Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. In S. Volet & S. J ¨arvel ¨a (Eds.), Motivation in learning contexts: Theoretical and methodological implications, pp. 251–269. Amsterdam: Pergamon Press.
Liu, W.C., John Wang, W.K., Tan, O.S., Ee, J., & Koh, C. (2009). Understanding students' motivation in project work: A 2 x 2 achievement goal approach. British Journal of Educational Psychology, 79, 87–106.
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523.
Midgley, C., Kaplan, A., & Middleton, M. (2001). Performanceapproach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77– 86.
Midgley, C., Maehr, M.L., Hruda, L.Z., Anderman, E., Anderman, L., Freeman, K.E., et al. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis. Review of Educational Research, 74(3), 317–377.
Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3–54.
Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3–53.
Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
Ozkal, K., Tekkaya, C.,Cakiroglu J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences,19(1), 71-79.
Paulsen, M. B., & Feldman, K. A. (1999). Student motivation and epistemological beliefs. New Directions for Teaching and Learning, 78, 77-80.
Paulsen, M. B., & Feldman, K. A. (2005). The conditional and interaction effects of epistemological beliefs on the selfregulated learning of college students: Motivational strategies. Research in Higher Education, 46(7), 731-768.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
Phan, H. P. (2009). Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established. British Journal of Educational Psychology, 79, 155–173.
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92–104.
Pintrich, P. R., Conley, A. M., & Kempler, T. M. (2003). Current issues in achievement goal theory and research. International Journal of Educational Research, 39, 319–337.
Qian, G., & Alverman, D. (2000). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87, 282-292.
Ravindran, B., Greene, B. A., & DeBacker, T. K. (2005). Predicting preservice teachers' cognitive engagement with goals and epistemological beliefs. Journal of Educational Research, 98(4), 222–232.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.
Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406–411.
Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435– 443.
Schommer-Aikins, M. A. (2002). An evolving theoretical framework for an epistemological belief system. In B. Hofer and P. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, pp. 103-118. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Schraw, G., Bendixen, L. D., & Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, pp. 261–275. Mahwah, NJ: Erlbaum.
Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growthcurve analysis. Journal of Educational Psychology, 100, 655– 671. doi:10.1037/0022-0663.100.3.655
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics, 5th Ed. Boston, MA: Pearson Education, Inc.
Urdan, T. (1997). Achievement goal theory: Past, results, future directions. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement, Vol. 10, pp. 99–142. Greenwich, CN: JAI Press.
Wheeler, D. (2007). Development and construct validation of the epistemological beliefs survey for mathematics. Unpublished doctoral thesis, Oklahoma State University, USA.
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Aug 4, 2015
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How to Cite
Abedalaziz, N., Md Nor, M., Leng Chin, H., & Orleans, A. V. (2015). ACHIEVEMENT GOALS OF MATRICULATION STUDENTS: ROLE OF EPISTEMOLOGICAL BELIEFS. The Normal Lights, 9(1). https://doi.org/10.56278/tnl.v9i1.5
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