Goal Orientations, Mathematics Self-Efficacy and Cognitive Strategies as Predictors of Students' Mathematics Achievement
The purpose of this study is to examine the relationship between students' goal orientations (learning and performance), mathematics self-efficacy, cognitive strategies (deep and shallow) and mathematics achievement. This study also attempts to identify the predictors of deep cognitive strat...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English English |
| Published: |
2003
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/9357/1/FPP_2003_7.pdf |
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| Summary: | The purpose of this study is to examine the relationship between students' goal
orientations (learning and performance), mathematics self-efficacy, cognitive
strategies (deep and shallow) and mathematics achievement. This study also
attempts to identify the predictors of deep cognitive strategy, shallow cognitive
strategy and mathematics achievement. The sample consisted of 339 Form Four
students.
Pearson correlation showed that learning goal and mathematics self-efficacy were
significantly correlated with each other (r = 0.57, p< .01). Deep cognitive strategy
was significantly (p< .01) correlated with learning goal (r = 0.49) and mathematics
self-efficacy (r = 0.54). The relationship between these three variables was positive
and of moderate strength. Performance goal was positively correlated with shallow
cognitive strategy (r = 0.18, p< .01), but the relationship was slight. Mathematics achievement was significantly (p< .01) correlated with learning goal (r = 0.22),
mathematics self-efficacy (r = 0.30) and deep cognitive strategy (r = 0.20). In
contrast, mathematics achievement was negatively correlated with performance goal
(r = -0.16, p< .01) and shallow cognitive strategy (r = -0.11, p< .05), but the
correlations for all these were considered weak.
Stepwise multiple regression analyses were utilized to identify the predictors of deep
cognitive strategy, shallow cognitive strategy and mathematics achievement. Results
showed that mathematics self-efficacy and learning goal were significant predictors
of deep cognitive strategy. Both learning goal and performance goal were significant
predictors of shallow cognitive strategy. Mathematics self-efficacy, performance
goal and shallow cognitive strategy served as significant predictors of students'
mathematics achievement. |
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