Investigating the Effects of Engineering Students’ Achievement Goal Orientation and Learning Strategies on Academic Performance

• In Event: Student Engagement and Cognitive Processes in Engineering and Computing Education

Abstract

Students’ motivation is important for academic success and career advancement. Hence, our study examines the critical role goal orientations and learning strategies play in fostering academic performance. We conducted structural equation modeling to test the hypothesized model depicting mechanisms through which goal orientation and learning strategies influence academic achievement. Results indicate that task and self-related goals significantly predicted academic achievement, and that deep strategy mediated the effects of other goal orientation constructs on academic achievement. The theoretical and practical implications of our findings are also discussed.

Authors

• Olanrewaju Paul Olaogun, Merrimack College

• Deborah G. Fabiyi, Washington State University

• Deborah Moyaki, University of Georgia

• Nathaniel Hunsu, University of Georgia