چکیده:
With the development of research on educational psychology and
foreign language teaching and learning, one of the most controversial
concepts in educational psychology might be the issues related to the
students’ achievement goal orientations. Regarding the goals that students
adopt which might influence their academic success and failure, this study
was undertaken to determine whether gender and different years of
education affected the relationship between students’ achievement goal and
their academic achievement. To achieve such goals, achievement goal
orientation questionnaires were distributed among 182 male and female
B.A. students, majoring in English Literature at Shiraz University. The
obtained data were analyzed through multiple regression coefficient. The
results showed that only in the case of females, gender affected the
relationship between students with performance approach and performance
avoidant goal orientation and their academic achievement. In addition, in
the case of freshmen and juniors, only performance approach was the
significant predictor of the students’ academic achievement. Regarding
sophomore students, adopting such a goal did not have significant effects on
their academic achievement. Likewise, in the case of seniors, both
performance approach and performance avoidant had significant effects on
the students’ academic achievement.
خلاصه ماشینی:
", 2006; Nicholls, 1984; Pintrich & Schunk, 2002) identified a concept that is "goal orientation theory" which has been emerged as an important theoretical perspective on students’ motivation in educational settings.
Similarly, Magi, Haidkind, and Kikas (2010) also stated that more recent researchers put more emphasis; especially at the beginning of school, with older children, and those in the middle school age, on their motivational goals and achievement behaviors and their relations to educational outcomes besides their cognitive skills while analyzing the predictors of the students’ academic achievement (Aunola et al.
According to Dweck (1986), performance approach goal oriented students try to gain favorable judgments of their competence; hence, they tend to demonstrate their skills and do better than others (Meece & Holt, 1993; Pintrich, 2000a).
Finally, although the results indicated that the adoption of performance approach goal by the students at different levels of education had significant effect on their academic achievement, other researchers found contradictory results.
Accordingly, in the present study the researcher tried to notice if gender affects the relations between students' achievement goal and their academic achievement, and also, to examine if there is any difference in the type of goal orientations held by students at different years of education at the university.
Moreover, the results of the effect of different levels of education on the relationship between students' achievement goal and their academic achievement showed that only performance approach was the significant predictor of the students’ academic achievement in freshman students."