Motives and information use on self-evaluation, goal orientations and academic achievement among college students

Date of Publication

2004

Document Type

Master's Thesis

Degree Name

Master of Science in Guidance and Counseling

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Allan Benedict I. Bernardo

Defense Panel Chair

Jose Alberto S. Reyes

Defense Panel Member

Nancy C. Rayos
Barbara Wong Fernandez

Abstract/Summary

This study was conducted to determine the interplay between (a) the motive and information use on self-evaluation, and (b) achievement goal orientations, as it relates with college students course grade over the term. Three hundred twenty-three first year students (171 females 152 males) who were taking introductory English classes participated in the study. The 18-item achievement goals questionnaire of Elliot & Church (1997) and the 24-item self-evaluation inventory scale derived from the research of Wayment & Taylor (1995) were the measures used in this research. Descriptive and correlational analyses were executed to explore the motive and information use on self-evaluation among college students and to find out whether significant relationships exist among the variables measured. Stepwise multiple regressions were also conducted to identify which among the variables could be considered significant predictors of academic achievement. The findings in the study revealed that frequency of use of objective information and past and future selves were frequently used for self-evaluation and perceived to be useful for meeting the self-evaluative motives among college students. Significant relationships were found between objective, past & future selves information and mastery goals while social comparison information was related to performance goals. Motives of self-accuracy and self-improvement on self-evaluation were linked with both performance and mastery goals. Frequency of use of objective information and performance approach goals were found to be significant predictors of grades in the course.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG003636

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

Keywords

Academic achievement; College students--Psychology; Counseling in higher education; Self-evaluation

This document is currently not available here.

Share

COinS