The Role of Mastery Goal Orientation, Self-Efficacy, and Disruptive Behavior on the Achievement of Latino Immigrant Background Students

• In Event: Motivation and Engagement in Adolescence and Emerging Adulthood

Abstract

This study is concerned with the role of mastery goal orientation in facilitating academic self-efficacy which can mediate academic outcomes through other variables among students from low-income immigrant families participating in a college preparation program in Santa Barbara, CA schools. The study conducted path analysis to test the relationship between a measure of academic self-efficacy and a measure of disruptive behavior on grade-point-average as mediated by a measure of mastery goal orientation. The result found a positive predictive relationship between mastery goal orientation and academic self-efficacy. In turn, academic efficacy was found to significantly predict student academic grade-point-average.

Authors

• Nida Rinthapol, University of California - Santa Barbara

• Richard P. Duran, University of California - Santa Barbara