A 4 x 2 Model of Achievement Goals: Predicting Academic Engagement and Achievement among High School Students

Abstract

Achievement goal theory is one of the most predominant perspectives in research related to student motivation and achievement. The theory has undergone significant revisions since its original conception in the 1980s, and the thesis of the research presented here is that more revision is needed. Specifically, this thesis proposes a 4 x 2 model of achievement goals; one that replaces the current 3 x 2 model by bringing together two recent proposed revisions (Elliot, Murayama, & Pekrun, 2011; Hulleman & Senko, 2010), which are distinct yet complementary. In doing so, this research hopes to offer a novel approach to old controversies in achievement goal theory, such as disputes between achievement goal pioneers concerning the significance of outperforming peers and competence demonstration. To test the structural validity of the proposed 4 x 2 model, data were collected from high school students (N=400) in Auckland, New Zealand. Results from confirmatory factor analyses indicated a good fit for the 4 x 2 model, but ultimately showed the best fit for a 3 x 1 model that does not include appearance-related goals, nor any avoidance-orientated goals. More practically, this thesis also explored the direct and indirect effects of achievement goals on academic achievement. Results from structural equation modelling indicated that the relationship between task-approach goals and academic achievement was partially mediated by the use of learning strategies, and the relation between normative-approach goals and academic achievement was partially mediated by self-efficacy. The significance of the current study was highlighted in discussing the journey of achievement goal development into a multiple goal framework.