IDEAS home Printed from https://ideas.repec.org/a/sae/sagope/v12y2022i2p21582440221093617.html
   My bibliography  Save this article

Goal Orientation and Its Impact on University Students’ Academic Achievement During the COVID-19 Pandemic

Author

Listed:
  • Sumayyah S. Alasqah

Abstract

The study explored (1) the relationship between university students’ goal orientations (according to the 3 × 2 model) and their academic achievement during COVID-19 pandemic, (2) differences in academic achievement by students’ levels in goal orientations, and (3) differences in university students’ goal orientations and academic achievement by gender, specialization, study level, and the interaction among them. Participants were 149 male and female students whose ages ranged between 18 and 42. The instrument used to collect data was the 3 × 2 (task-approach goals, task-avoidance goals, self-approach goals, self-avoidance goals, other-approach goal, and other-avoidance goals) Achievement Goal Questionnaire. A statistically significant relationship was found between goal orientations and academic achievement of university students. Total goal orientations did not affect students’ academic achievement during COVID-19 pandemic. However, self-avoidance goals and other-approach goals affected academic performance in favor of the average level of self-avoidance and the high level of other-approach. No statistically significant differences in goal orientations and academic achievement were found by gender. Yet, significant differences were found by specialization, the interaction between study level and gender, the interaction between specialization and gender, and the interaction among the three variables.

Suggested Citation

  • Sumayyah S. Alasqah, 2022. "Goal Orientation and Its Impact on University Students’ Academic Achievement During the COVID-19 Pandemic," SAGE Open, , vol. 12(2), pages 21582440221, April.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221093617
    DOI: 10.1177/21582440221093617
    as

    Download full text from publisher

    File URL: https://journals.sagepub.com/doi/10.1177/21582440221093617
    Download Restriction: no
    File URL: https://libkey.io/10.1177/21582440221093617?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Ruba Abdelmatloub Moawad, 2020. "Online Learning during the COVID- 19 Pandemic and Academic Stress in University Students," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 12(1Sup2), pages 100-107, June.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Andreea Barbu & Mirona Ana Maria Popescu & Georgiana Moiceanu, 2022. "Perspective of Teachers and Students towards the Education Process during COVID-19 in Romanian Universities," IJERPH, MDPI, vol. 19(6), pages 1-21, March.
    2. José Luis Martín-Núñez & Juan Luis Bravo-Ramos & Susana Sastre-Merino & Iciar Pablo-Lerchundi & Arturo Caravantes Redondo & Cristina Núñez-del-Río, 2022. "Teaching in Secondary Education Teacher Training with a Hybrid Model: Students’ Perceptions," Sustainability, MDPI, vol. 14(6), pages 1-15, March.
    3. Sungjin Park & Sangkyun Kim, 2021. "Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning," Sustainability, MDPI, vol. 13(8), pages 1-12, April.
    4. Emilie Schmits & Sarah Dekeyser & Olivier Klein & Olivier Luminet & Vincent Yzerbyt & Fabienne Glowacz, 2021. "Psychological Distress among Students in Higher Education: One Year after the Beginning of the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(14), pages 1-10, July.
    5. Wadim Strielkowski & Irina Firsova & Svetlana Azarova & Irina Shatskaya, 2022. "Novel Insights in the Leadership in Business and Economics: A Post-Coronavirus Update," Economies, MDPI, vol. 10(2), pages 1-20, February.
    6. Mostafa Aboulnour Salem & Abu Elnasr E. Sobaih, 2022. "ADIDAS: An Examined Approach for Enhancing Cognitive Load and Attitudes towards Synchronous Digital Learning Amid and Post COVID-19 Pandemic," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    7. Mojib Alzahrani, 2022. "Traditional Learning Compared to Online Learning During the COVID-19 Pandemic: Lessons Learned From Faculty’s Perspectives," SAGE Open, , vol. 12(2), pages 21582440221, April.
    8. Abdulwahab Mujalli & Tehmina Khan & Ahmed Almgrashi, 2022. "University Accounting Students and Faculty Members Using the Blackboard Platform during COVID-19; Proposed Modification of the UTAUT Model and an Empirical Study," Sustainability, MDPI, vol. 14(4), pages 1-18, February.
    9. Fahima Hajjej & Sarra Ayouni & Hadil Shaiba & Ala Saleh Alluhaidan, 2021. "Student Perspective-Based Evaluation of Online Transition During the COVID-19 Outbreak: A Case Study of PNU Students," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 16(5), pages 21-38, September.
    10. Uma Warrier & Monoo John & Surendranath Warrier, 2021. "Leveraging Emotional Intelligence Competencies for Sustainable Development of Higher Education Institutions in the New Normal," FIIB Business Review, , vol. 10(1), pages 62-73, March.
    11. Valentina A. Sushko & Gennadi B. Pronchev, 2021. "Online Learning in the Context of Pandemic in Russia," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 13(2), pages 01-17, July.
    12. Laura E Mullins & Jennifer Mitchell, 2022. "The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education," International Journal of Higher Education, Sciedu Press, vol. 11(2), pages 1-13, April.
    13. Nirmalya Thakur, 2022. "A Large-Scale Dataset of Twitter Chatter about Online Learning during the Current COVID-19 Omicron Wave," Data, MDPI, vol. 7(8), pages 1-16, August.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sae:sagope:v:12:y:2022:i:2:p:21582440221093617. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: SAGE Publications (email available below). General contact details of provider: .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.