Authors : Eshete Alemayehu Taye and Jeudy Anne Monette
Abstract: This study examined the impacts of goal orientations endorsed on academic performance, motivation and cognitive strategies, when attend academically difficult and challenging course. Participants were 93, 2nd and 3rd year Mechanical Department male students of Arbaminch University, Ethiopia. Thus, the research result in, there are high and positive correlation between performance approach and mastery (r = 0.54, p<0.01) as well as with performance avoidance goals (r = 0.323, p<0.01). Intrinsic value of the students positively associated to performance approach and mastery goal, whereas it has no significant correlation to performance avoidance goal. The goal endorsed is not significant predictor of students’ performance. In addition, performance approach significantly negatively predicted (β = -0.305, p<0.05) disorganized cognitive strategies, whereas performance avoidance goal significantly positively predicted (β = 0.254, p<0.05). The higher the educational status of the mothers of students, the more chances of endorsing performance approach and mastery goal orientations F (3, 89) = 3.19 (p<0.05) and F (3, 89) = 3.491 (p<0.05), respectively.
Eshete Alemayehu Taye and Jeudy Anne Monette, 2010. Effects of Goal Orientations Endorsed on Academic Performance, Motivation and Cognitive Strategies of University Students. The Social Sciences, 5: 139-143.