The Predictive Ability of Perceived Testing Outcomes on Goal Orientation Among Diverse College Students

• In Event: 61.074 - Goal Orientation in Context: Individual, Contextual, and Cultural Dimensions of Achievement Goal Theory

Abstract

The perception of competence is a strong motivator for many students. Cognitive appraisals about one’s competence appear to be most linked to goal orientations after a period of feedback (Elliot, Pekrun, & Schutz, 2007; Goetz et al., 2011; Goetz, Pekrun, Hall, & Haag, 2006; Pekrun, Elliot, & Maier, 2006). For example, students who receive academic feedback and fail have been shown to focus on preventing the failure again. Their motivation to “do their best” also decreased, especially with repeated failures (Zentall & Beike, 2012). Feeling competent appears to be one of the strongest classroom psychological needs. Students in a controlling environment only sought to regain autonomy when perceived competence was high. Others focused on increasing their competence first (Radel, Pelletier, & Sarrazin, 2013). While test grades have been linked to student’s motivation, failure can be defined both objectively and subjectively. Little is known about how the perception of the grades may change future goal orientations. Therefore, this study seeks to elucidate the relationship between perceived test performance and goal orientation.
Participants in this study voluntarily took a survey measuring goal orientation at the start of the semester and again after the first test grades were released. Test grades and perceived test performance (PTP) were also measured in the second survey. A total of 201 people participated in this study at time point one, with 120 completing survey two (60%).
The participants’ demographics were fairly varied for this type of course. 78.6% of the sample reported as female, with 2 not answering. 32% self-identified as White, not of Hispanic origin, with 30% Black or African American, 20% Asian, and 10% Hispanic or Latino. 83% reported choosing “something other than Psychology” as a major.
A structural equation model (SEM) was fitted to the data using MPlus v. 7.1 with goal orientation at time one predicting the numeric test grade. Test grade and PTP then predicted goal orientation at time two, controlling for goal orientation levels at time one. Test grade and PTP were also allowed to co-vary.
None of the goal orientation factors at time one significantly predicted test grade. Additionally, test grade and PTP were not significantly correlated. Test grade was not a significant predictor of goal orientation at time two. PTP was a significant negative predictor of test-approach and avoidance and self-avoidance, indicating that as participants felt they did better on the exam, their motivation for future tests declined (Figure 1).
None of the demographic variables (gender, ethnicity, age, GPA or major) changed the findings. Additionally, the partial correlations for the test grade and PTP controlling for gender or ethnicity were not significant. Although test grades are most commonly used in research, PTP appears to be a stronger predictor of future motivation in students. Teachers and administrators interested in providing interventions should consider measuring student’s perception of their grade in addition to the test grade itself. Additionally, factors influencing test perception should be identified. What one student considers a “good grade” may not be a “good grade” for all.

Author

• Stephanie Dietz, Singapore University of Technology and Design