Achievement Goal Profiles and Motivational Dynamics in Singapore’s Evolving Educational Landscape

• In Event: Reforming Pedagogies and Creating Powerful Knowledge in Singapore: Examining System Rebuilding over Two Decades

Abstract

Background
Singapore’s examination-centric education system has historically fostered intense academic competition, prompting concerns about student learning. Specifically, an overemphasis on performance goals has been linked to lower intrinsic motivation, reduced task value, and reliance on surface learning strategies. In response, policy reforms were implemented and aimed at reducing exam pressure and promoting lifelong learning.

Objective
This paper investigates the achievement goal profiles of Grade 9 students in Singapore classrooms in the context of recent reforms. It also examines how these profiles relate to key aspects of learning motivation, including self-efficacy, interest, and learning strategies.

Theoretical Framework
Grounded in Achievement Goal Theory (AGT) (Bardach et al., 2020) and Social Cognitive Theory (SCT) (Schunk, 2012), this study explores the dynamic interplay between students' goal orientations and motivational outcomes. AGT distinguishes among mastery, performance, and avoidance goals, while SCT emphasises the role of personal and environmental influences on learning. Together, these frameworks allow for a nuanced understanding of how students’ internal beliefs and classroom contexts shape motivation.

Data Sources
Using stratified random sampling design, data were collected from a nationally representative survey of Grade 9 students in 2023-24. 2,420 students in Additional Mathematics and 2,584 students in Science across 24 schools were included. All items were rated on 5-point Likert scales with acceptable reliability.

Methods
Latent Class Analysis was used to identify student achievement goal profiles. Model selection was guided by AIC, BIC, entropy, and the Lo-Mendell-Rubin test. A multilevel mixture model examined how self-efficacy and classroom goal structures predicted profile membership. MANOVA was used to compare motivational outcomes across profiles. Analyses were conducted using Mplus 8.1 with a three-step approach.

Results
While the current paper focuses on Additional Mathematics and Science, data from Science are still being processed and will be presented later at the conference.
Four profiles were identified in Additional Mathematics:
• Avoidant Inclined (10%) – Low mastery, high avoidance goals
• Moderate Achiever (38%) – Average levels on all goals
• Balanced Striver (35%) – High mastery, moderate performance, low avoidance
• Performance-Oriented (16%) – High on all goals
Self-efficacy significantly predicted profile membership, with higher self-efficacy linked to the Balanced Striver and Performance-Oriented groups, and lower self-efficacy associated with the Avoidant Inclined profile. Classroom goal structures had no significant effect. MANOVA showed the Balanced Striver group demonstrated the most optimal motivation outcomes, including higher interest, task value, and both deep and surface learning strategies. Findings will be discussed in light of research on powerful knowledge (Young & Muller, 2013) and how such knowledge can enhance student motivation.

Significance of the Study:
This paper provides timely insights into how Singaporean students' motivational patterns are evolving. Compared to a similar study that analysed data from a decade ago (Chan & Liem, 2023), there is a decline in avoidance-dominant profiles and a rise in mastery-oriented ones, indicating potential positive shifts aligned with reform goals. These findings underscore the role of self-efficacy in shaping adaptive motivational profiles. Future analysis incorporating the Grade 9 Science data will enrich our understanding of motivational dynamics across STEM subjects during this pivotal transition period.

Author

• Qianqian Pan, Nanyang Technological University