Self-Construal and Academic Performance: Achievement Goals as Mediators

• In Event: Social-Emotional and Motivational Inputs to Success

Abstract

Aim: In this study, we investigated how Chinese high school students’ independent and interdependent self-construal as well as achievement motivation affect their academic performance. Method: We obtained survey data on self-construal, achievement goal orientations, as well as final exam grade from 425 tenth graders in a Chinese high school. Results: Path analysis showed that performance approach goal completely mediated the impact of independent self-construal on final grade, while performance avoidance goal completely mediated the impact of interdependent self-construal on final grade. Conclusion: independent self-construal and interdependent self-construal could influence student’s academic performance through performance approach and performance avoidance goal, respectively.

Authors

• Gen Li, University of South Florida

• Siyu Liu, University of South Florida

• Tony Xing Tan, University of South Florida