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The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy

Author

Listed:
  • Yaqi Zhang

    (School of Education, Northwest Normal University, Lanzhou 730070, China)

  • Xiangli Guan

    (School of Teacher Education, Yuxi Normal University, Yuxi 653100, China)

  • Md Zahir Ahmed

    (School of Psychology, Northwest Normal University, Lanzhou 730070, China)

  • Mary C. Jobe

    (Department of Psychological and Brain Sciences, The George Washington University, Washington, DC 20052, USA)

  • Oli Ahmed

    (Department of Psychology, University of Chittagong, Chattogram 4331, Bangladesh)

Abstract

Enhancing academic engagement in university students can help enrich students’ educational experience. Drawing on the Conservation of Resources Model and the Job Demand-Resources Model, this study aims to explore the links between undergraduates’ achievement goal orientation and academic engagement (AE), by examining the mediating functions of perceived school climate (PSC) and academic self-efficacy (ASE). Using whole-group sampling, 571 Chinese undergraduates were selected using a self-reporting method to explore the impacts of mastery-approach goals (MAGs) and performance-avoidance goals (PAGs) on AE, as well as the chain mediating effects of PSC and ASE. The findings show that both MAGs and PAGs have a positive, direct, predictive effect on university students’ AE. Additionally, both goal orientations indirectly predict AE through PSC and ASE, separately. The results showed there was also a significant chain mediating effect of PSC and ASE, where for both goal orientations, AE was positively predicted. This study highlights the role of environmental as well as personal factors in facilitating self-regulated learning among university students, and it discusses implications for future research.

Suggested Citation

  • Yaqi Zhang & Xiangli Guan & Md Zahir Ahmed & Mary C. Jobe & Oli Ahmed, 2022. "The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy," Sustainability, MDPI, vol. 14(10), pages 1-13, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:10:p:6304-:d:821082
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    References listed on IDEAS

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    1. Camelia Truta & Luminita Parv & Ioana Topala, 2018. "Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education," Sustainability, MDPI, vol. 10(12), pages 1-11, December.
    2. George D. Kuh & Ty M. Cruce & Rick Shoup & Jillian Kinzie & Robert M. Gonyea, 2008. "Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence," The Journal of Higher Education, Taylor & Francis Journals, vol. 79(5), pages 540-563, September.
    3. Shu-Shen Shih, 2021. "Factors related to Taiwanese adolescents’ academic engagement and achievement goal orientations," The Journal of Educational Research, Taylor & Francis Journals, vol. 114(1), pages 1-12, January.
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    Cited by:

    1. Yan Guo & Yuehan Zhao & Xiantong Yang, 2023. "Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals—A Cross-Sectional Survey Study," IJERPH, MDPI, vol. 20(1), pages 1-15, January.

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