Predictive Relationship between Achievement Goals, Perceived Teacher Support, Academic Disidentification and Mathematics Achievement

In the present fast-paced world, where technology is evolving at an unprecedented rate, the importance of Science, Technology, Engineering and Mathematics (STEM) disciplines cannot be overstated. Mathematics, one of the prominent components of STEM subjects, forms the bedrock of innovation and problem-solving skills primary in solving real world challenges. Despite the importance, the overall pass rate for many students is below par. The trend remains worrisome in the Kenyan schools and particularly Kisii County; Kenya. It is on this premise that this study explored the predictive relationship between achievement goals, students’ perceived teacher support, academic disidentification and mathematics achievement. The study embraced the revised achievement goal (3×2), self-determination, and expectancy value theories. A correlational design was adopted. The target population comprised of all the form three students in Kisii County in 2023. Stratified sampling was used to select the 37 schools that took part in this study. Alongside, simple random sampling was used to obtain the 418 participants. The study’s hypothesis was tested using multiple linear regression analysis. The study established that approach valence subscales of achievement goals and autonomy and competence subscales of perceived teacher support have a predictive (positive) value on mathematics achievement whilst avoidance valence, devaluing and discounting negatively predicts mathematics achievement. Across the three school categories, co-educational schools were associated with avoidance motivation. The differences were statistically significant (F (12, 822) = 4.977, p