Mediating Effects of Goals, Self-Efficacy, and Affect: A Model Predicting High School Students’ Writing Performance

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG: Poster Session 2 of 2

Abstract

This study proposed a theoretical model to account for the relationships among students’ achievement goals, self-efficacy, and affect in writing to examine the motivational process in relation to writing performance. 566 11th grade students participated in this research and reported their achievement goals, self-efficacy, and affect in the context of writing. Their scores in the statewide writing assessment were also obtained to test the theoretical model. Performance avoidance goal was found to be negatively related to other motivational constructs and students’ performance, whereas mastery goal and performance approach goal demonstrated different patterns of relationships with different dimensions of self-efficacy and affect. The results are interpreted with regard to the domain-specific motivational process.

Authors

• Ruomeng Zhao, University of Nebraska - Lincoln

• Douglas F. Kauffman, University of Nebraska - Lincoln

• Meryem Yilmaz Soylu, University of Nebraska - Lincoln

• Mary G. Zeleny, University of Nebraska - Lincoln