Individual and social dimensions of Filipino students' achievement goals

College

College of Liberal Arts

Department/Unit

Psychology

Document Type

Article

Source Title

International Journal of Psychology

Volume

43

Issue

5

First Page

886

Last Page

891

Publication Date

10-1-2008

Abstract

Achievement goal theory assumes that self-instrumental (mastery) achievement goals are associated with academic achievement, whereas social-instrumental (performance) goals are not. However, research on Asian students shows that both mastery and performance-approach goals are positively related to achievement; possibly because achievement motivation in Asian cultures is socially oriented and not individually oriented. The current study explored the structure of the social and individual achievement motivation orientations, and how these achievement orientations and achievement goals were related to achievement of Filipino university students. The results showed two dimensions of social-oriented achievement motivationsparent-oriented and teacher-oriented motivationsand two dimensions of individual-oriented achievement motivationspersonal performance standards and personal goal choice. However, these achievement motivation orientations were not associated with achievement. Instead mastery and performance-approach goals were both positively associated with academic achievement, personal performance standards, and parent-oriented achievement motivation. © 2008 International Union of Psychological Science.

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Digitial Object Identifier (DOI)

10.1080/00207590701837834

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