The Effect of Goal Orientations and Belief Motivation on Undergraduate Engineering Students' Achievement

This research full paper examines the relationship between achievement goal orientations, task value, self-efficacy for learning, and students' achievement. Participants were 171 undergraduate students from the college of engineering. The students completed measures that assessed achievement goal orientations, self-efficacy for learning performance, and task value. The results show that while mastery, performance approach, self-efficacy, and task value correlate significantly with the students' achievement, only self-efficacy for learning performance significantly predicts students' achievement when combined with prior knowledge and absence in a complete hierarchical regression model. The findings highlight the impact of objective measures (class attendance) on student achievement scores relative to their task or self-efficacy beliefs, and achievement goal orientations.