Structural equation model reviewing relationships among goal orientation, academic self-efficacy, academic help-seeking behaviour and achievement

This study explored the association among Goal Orientation, Academic Self-efficacy, Academic Help-seeking Behaviour and Achievement on a sample of 600 secondary school students using Structural Equation Modeling (SEM) for data analysis and to see the impact.

International Journal of Management (IJM) Volume 7, Issue 1, Jan-Feb 2016, pp 94-102, Article ID: IJM_07_01_010 Available online at http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=7&IType=1 Journal Impact Factor (2016): 8.1920 (Calculated by GISI) www.jifactor.com ISSN Print: 0976-6502 and ISSN Online: 0976-6510 © IAEME Publication STRUCTURAL EQUATION MODEL REVIEWING RELATIONSHIPS AMONG GOAL ORIENTATION, ACADEMIC SELFEFFICACY, ACADEMIC HELP-SEEKING BEHAVIOUR AND ACHIEVEMENT Prof Hemant Lata Sharma Dean, Faculty of Education, M.D University, Rohtak, Haryana, India Gunjan Nasa Senior Research Fellow, Department of Education, M.D University, Rohtak, Haryana, India ABSTRACT This study explored the association among Goal Orientation, Academic Self-efficacy, Academic Help-seeking Behaviour and Achievement on a sample of 600 secondary school students using Structural Equation Modeling (SEM) for data analysis and to see the impact Goal orientation is an outlook toward demonstrating ability in achievement situations Academic Self-efficacy is a person's belief in his/her ability to succeed in an academic situation Academic help-seeking behaviour is 'seeking others help' at the time when one faces difficulties or uncertainty in the course of his/her education in classroom Achievement is the accomplishment or acquired proficiency in the performance of an individual with respect to a given knowledge or skill Structural Equation Modeling is a powerful technique that can combine complex path models with latent variables By using SEM, researchers can specify confirmatory factor analysis models, regression models and complex path models In the present study, relationship among all the variables has been visualized by a graphical path diagram showing the positive relationship among goal orientation and its approaches with academic self-efficacy and academic help-seeking behaviour It was also investigated that Academic SelfEfficacy, Academic help-seeking Behaviour and Achievement have significant impact on Goal Orientation and its approaches The practical implications and future directions of the study are discussed Key words: Goal orientation, Academic Self-Efficacy, Academic Helpseeking Behaviour and Achievement http://www.iaeme.com/IJM/index.asp 94 editor@iaeme.com Structural Equation Model Reviewing Relationships Among Goal Orientation, Academic Self-Efficacy, Academic Help-Seeking Behaviour and Achievement Cite this Article: Prof Hemant Lata Sharma and Gunjan Nasa Structural Equation Model Reviewing Relationships among Goal Orientation, Academic Self-Efficacy, Academic Help-Seeking Behaviour and Achievement International Journal of Management, 7(1), 2016, pp 94-102 http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=7&IType=1 Goal orientation, academic self-efficacy and academic help-seeking are important component of self-regulatory learning Self-regulated learning is an active, constructive process whereby learners set their goals for their learning and then attempt to monitor, regulate and control their cognition, motivation and behaviour, guided and constrained by their goals and the contextual features in the environment (Pintrich, 2000, p 453) Goals are widely documented as being vital to the understanding of motivated behaviour, with different research disciplines emphasizing different levels and goal-oriented approaches related to different variables A goal refers to what a person plans to in a particular achievement situation Goal orientations determine the way students approach, engage in and respond to learning activities (Ames, 1992) Goals basically help an individual in finding out a way to reach at their highest point of achievement Various researches show that goals persuade students' achievement, intelligence, learning strategies, job involvement and metacognition Over the past two decades, a majority of the theoretical and empirical work conducted in the achievement motivation literature has used an achievement goal perspective Therefore, Goal orientation theory has been the focus of a great deal of research in education due to the impact that goals are hypothesized to have on student performance The purpose of the current study is to expand research in this field by investigating goal orientation in association with academic self-efficacy, academic help-seeking behaviour and achievement The goal orientation outlook has been used to explain achievement behaviours in a assortment of learning environments with various approaches like mastery, performance, trait, etc Earlier views of achievement goal theory, significant research and a consistent pattern of results demonstrated that an individual’s achievement orientation in a particular domain can be characterized by two distinct achievement profiles: mastery goal orientation approach and performance goal orientation approach A mastery approach describes an academic context that tends to foster students’ adoption of mastery goals A performance approach is a context in which the practices, policies and procedures foster students’ adoption of performance goals Mastery oriented children are more active and invest greater effort into the learning process, which may translate into better performance They value and are willing to undertake activities that allow them to improve their knowledge and perceive effort as a positive effective way to achieve their goals Mistakes are considered a normal step in the learning process Mastery goals also labeled as 'learning goals' or 'task focused goals' correspond to the will to acquire knowledge and develop competencies Students having mastery orientation are more contented and accomplish better performance, seem to be more willing to pursue challenging tasks, have positive feeling towards the learning situation, and exhibit an adaptive attributional pattern Whereas Performance goals are generally associated with negative outcomes, including withdrawal from challenging activities, negative effect and poorer strategy use, ineffective problem-solving, and worse academic achievement Students pursuing performance goals are more concerned with demonstrating their abilities relative to other students Performance goals also referred to as 'ego-focused goals’ or 'relativeability goals’ correspond to the will to demonstrate competencies relative to others http://www.iaeme.com/IJM/index.asp 95 editor@iaeme.com Prof Hemant Lata Sharma and Gunjan Nasa Students with a performance goal see intelligence as fixed, avoid challenging tasks in an effort to avoid negative evaluations, are less likely to be intrinsically motivated, and consider errors as indicative of a lack of ability Recently, mastery and performance goal orientations have been bifurcated as approach and avoidance goals (Elliot and McGregor, 2001) In Approach-oriented goals individuals are positively motivated to look good and receive favourable verdict from others In Avoidance-oriented goals individuals can be negatively motivated to avoid failure and to avoid looking bungling First, a trichotomous achievement goal model was proposed (VandeWalle, 1997) in which the performance goal construct is partitioned into separate approach and avoidance goals, and the mastery goal is treated as an approach goal Then, a more elaborate 2×2 achievement goal model was posited (Elliot & McGregor, 2001) in which the mastery goal construct, as well as the performance goal construct, is bifurcated in terms of approach and avoidance Mastery-approach oriented students are involved in completely mastering an academic task; in contrast, mastery-avoidance oriented students are involved in avoiding misinterpretation of the task Individuals with a performance approach orientation want to be the best, to appear to be the most competent As a result, they work hard and put in a lot of effort in order to surpass their peers Whereas individuals with a performance avoidance orientation try to avoid making mistakes and appear incompetent, they take the known path, the unchallenging tasks, and are frequently reluctant to show their work to others until it is perfect Academic self-efficacy is gaining augmented credence as a determinant of goal orientation During the past two decades, self-efficacy has come out as a highly effective interpreter of students' motivation and learning As a performance-based measure of perceived capability, self-efficacy differs theoretically and psychometrically from related motivational constructs, such as outcome expectations, self-concept, or locus of control Self-efficacy beliefs have been found to be sensitive to slight changes in students' performance context, to interact with self-regulated learning processes, and to mediate students' academic achievement Academic selfefficacy is found to be significantly associated with students' learning, cognitive engagement, analytical thinking, academic commitment, strategy use, persistence, susceptibility to negative emotions and achievement (Linenbrink and Pintrich, 2002) Past research suggests that goal orientation may impact learning by means of its influence on self-efficacy For individuals with performance goals, any kind of failure is seen as an indication of having low ability which leads to more failure-related to anxiety than for those who are more likely to hold mastery goals and take failure as a natural part of learning Students who are permissible to adopt their own goal experiences, have increased level of self-efficacy as they observe their progress and note the skills being gained When the goal is accomplished, they feel a heightened sense of capability and motivated to set new goals A relatively new branch of social psychology and motivation has been investigating 'help-seeking' Knowing when and how to seek help during learning is a key self-regulatory skill (Pintrich, 2000) Over the last two decades, adaptive helpseeking has been found to be an active strategy that serves as an aid to achieving academic success in the face of difficult or challenging tasks Help-seeking behaviours are often linked to goal-orientation Mastery goals give encouragement to the individuals for increasing their competence or help in achieving task mastery Performance-approach goals give emphasis on demonstrating students' ability related to others or directs them in proving their self-worth Performance-avoidance goals http://www.iaeme.com/IJM/index.asp 96 editor@iaeme.com Structural Equation Model Reviewing Relationships Among Goal Orientation, Academic Self-Efficacy, Academic Help-Seeking Behaviour and Achievement show the way to the students to avoid being incompetent or less able than others Students with mastery goals are found to be more expected to manifest adaptive helpseeking Volet and Karabenick (2006) maintained that help-seeking is not an indicative of dependency but rather the opposite; that is, adaptive help-seekers "become less rather than more reliant on others when future difficulties arise" On this account, help-seeking is recognized as a component of self-efficacy, which consists not only of self-regulated learning but also of one's belief that he or she can perform well on a designated task (Pintrich, 2000; Schunk & Ertmer, 2000) The present study seeks to examine the unique contribution of each motivational constructs (mastery and performance goal, academic self-efficacy, academic help-seeking behaviour and achievement) in predicting the educational outcomes in terms of an individual (i.e., a long term educational outcome for an individual's lifelong well-being) OBJECTIVES OF THE STUDY To study the relationship among goal orientation and its approaches with academic self-efficacy, academic help-seeking behaviour and achievement of secondary school students To study the relationship among academic self-efficacy, academic help-seeking behaviour and achievement of secondary school students To predict the goal orientation and its approaches on the basis of academic selfefficacy, academic help-seeking behaviour, achievement and demographic variables of secondary school students To develop a model for goal orientation and its approaches, academic self-efficacy, academic help-seeking behaviour and achievement on the basis of causal relationship among secondary school students HYPOTHESES OF THE STUDY There exists no significant relationship among goal orientation and its approaches with academic self-efficacy, academic help-seeking behaviour and achievement of secondary school students There exists no significant relationship among academic self-efficacy, academic helpseeking behaviour and achievement of secondary school students There exists no significant impact of academic self-efficacy, academic help-seeking behaviour, achievement and demographic variables on goal orientation and its approaches of secondary school students RESEARCH DESIGN AND METHODOLOGY     Variables- Goal orientation and its approaches were taken as dependent and academic help-seeking behaviour was taken as independent variable Method- Descriptive Survey Method was used Sample- In the present study, a sample of 600 secondary school students of class X from government and private schools of Faridabad district was taken Research Instruments- In the present study, Goal Orientation Questionnaire by Elliot and McGregor (2001), Academic self-efficacy questionnaire by Muris (2001) and Academic Help-seeking Scale adapted by Winograd (2014) and achievement scores of previous class were used for data collection http://www.iaeme.com/IJM/index.asp 97 editor@iaeme.com Prof Hemant Lata Sharma and Gunjan Nasa Procedure for Data collection The research instruments were administered on the subjects personally by the researcher herself The respondents were informed that the information given by them would be kept confidential and would be used for research purpose only They were asked to follow the instructions given on each questionnaire They took about 30 minutes to fill the questionnaires The sheets were collected back on the spot Statistical Techniques Pearson correlation coefficient, Stepwise regression analysis was used and data was analyzed by using SPSS 18.0 version SEM with AMOS was used to develop a model on the basis of causal relationship among variables Results Given the current data, the distributions of mastery and performance approach goal orientations, academic self-efficacy and academic help-seeking behaviour measures were normal The descriptive analysis of each item was presented below in Table Table Descriptive Analysis Regarding to the Measured Indicators in the Model Variable Mean Median GO ASE AHS Ach 28.65 20.77 14.29 600 29 20 14 66 Standard Deviation 7.73 6.43 4.18 12.51 Skewness Kurtosis 0.157 0.519 0.335 0.099 - 0.492 - 0.405 0.087 -0.568 GO - Goal Orientation ASE - Academic Self-Efficacy AHS - Academic Help-Seeking Ach- Achievement Results of the study showed that mastery goal orientation was positively correlated with academic self-efficacy and academic help-seeking behaviour (r = 090 and 091 respectively, p0.05) The relationship between performance goal orientation and academic self-efficacy was positive and significant (r = 119, p0.01) but negatively correlated with academic help-seeking behaviour (r = -.065, p0.05) Mastery and performance goal orientation were positively correlated to achievement (r = 138, p0.01and r = 098, p0.05 respectively) On the other hand, academic selfefficacy was positively and significantly correlated to academic help-seeking behaviour and achievement (r = 135, p0.01 and r = 22, p0.01 respectively) and academic help-seeking behaviour was also positively and significantly correlated to achievement (r = 27, p0.01) It was also analyzed that 36.9% of the variance caused by locality and academic self-efficacy on mastery goal orientation approach, 29.2% of the variance caused by locality, academic self-efficacy and type of school on performance goal orientation approach, 37.2% of the variance by locality and academic help-seeking on mastery goal orientation approach, 25.3% of the variance caused by the locality alone on performance goal orientation approach, 35.9% of the variance caused by achievement, gender, type of the school and locality on mastery http://www.iaeme.com/IJM/index.asp 98 editor@iaeme.com Structural Equation Model Reviewing Relationships Among Goal Orientation, Academic Self-Efficacy, Academic Help-Seeking Behaviour and Achievement goal orientation approach and 25.3% of the variance caused alone by locality on performance goal orientation approach In the present study, the relationship of goal orientation with academic selfefficacy, academic help-seeking behaviour and achievement was investigated and the impact of academic self-efficacy, academic help-seeking behaviour and achievement on goal orientation and its approaches was studied The structural equation model for goal orientation, academic self-efficacy, academic help-seeking behaviour and achievement among secondary school students on the basis of causal relationships was developed From the goodness of fit indices it can be concluded that the values of CFI (0.829), IFI (0.814) and NNFI or TLI (0.849) somewhat lower than very good model fit which indicated that model was permissible Moreover, badness of fit indices were also computed i.e value of chi-square was (2.386) and RMSEA value was (0.024) and these values were lower than the given values which meant that the model was showing lower badness of fit indices which indicated that the model is good and permissible fit into recommended values (Kline, 2010) FINDINGS OF THE STUDY This present study contributed to our understanding of how perceived goal orientation approaches may relate to secondary school students academic self-efficacy, academic help-seeking behaviour and achievement Academic self-efficacy tend to be significantly and positively related to mastery and performance goal orientation and its approaches i.e mastery approach and mastery avoidance, performance approach http://www.iaeme.com/IJM/index.asp 99 editor@iaeme.com Prof Hemant Lata Sharma and Gunjan Nasa and performance avoidance Students who feel more efficacious about their schoolwork are more likely to endorse mastery oriented goals and perceive the learning environment as accentuating task goals Students adopting performance goal orientation lay emphasis on obtaining better grades and have beliefs in their abilities compared to other students' abilities Academic help-seeking behaviour significantly and positively correlated with mastery goal orientation Students adopting mastery goal orientation focus more on learning tasks, more self-efficacious beliefs, more willing to attempt challenging tasks and more expected to seek help Mastery-oriented students have more strategies in their repertoire for getting help than the performance oriented students But there was a negative correlation between the approaches of performance goal orientation and academic help-seeking behaviour of the secondary school students Performance goal orientation and academic help-seeking behaviour are often unrelated and performance oriented students either avoid seeking help or seek immediate help Mastery and performance goal orientation approaches were significantly and positively correlated with achievement Mastery oriented students have belief in themselves and know very well that they can and they have the ability to overcome any kind of challenge They not give up straightforwardly when a learning task challenge them and accept it in a positive way to advance their achievement Performance goal oriented students take challenges as a chance for the ability judgment These individuals are more capable in easier tasks which allow them to achieve success and stay away from difficult challenges from the fear of failure A significant and positive correlation was found between academic self-efficacy, academic help-seeking behaviour and achievement Self-efficacy predicts academic performance better than skills alone and it directly influences achievement through cognition Help-seeking is an active approach that serves as an assistance to accomplishing academic success in the face of difficult or challenging tasks Academic self-efficacy was significantly and positively correlated with academic help-seeking behaviour It shows that self-efficacious students seek help easily and at the right time but sometimes less efficacious students feel hesitation when they need help CONCLUSION From this study, it can be concluded that now-a-days goal oriented perspective is very important to decide about the goals which students want to achieve and self-efficacy helps them to understand those goals by providing appropriate motivation and encouragement to lead further by having beliefs in themselves The results showed a positive and significant relationship between goal orientation and self-efficacy 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pp 22-37 R Thiru Murugan and Dr J Clement Sudhahar Predictors of Customer Retention in Online Health Care System (OHCS) - Structural Equation Modelling (SEM) Approach International Journal of Management, 4(1), 2013, pp 243-257 http://www.iaeme.com/IJM/index.asp 102 editor@iaeme.com .. .Structural Equation Model Reviewing Relationships Among Goal Orientation, Academic Self-Efficacy, Academic Help-Seeking Behaviour and Achievement Cite this Article: Prof Hemant Lata Sharma and. .. Lata Sharma and Gunjan Nasa Structural Equation Model Reviewing Relationships among Goal Orientation, Academic Self-Efficacy, Academic Help-Seeking Behaviour and Achievement International Journal... http://www.iaeme.com/IJM/index.asp 96 editor@iaeme.com Structural Equation Model Reviewing Relationships Among Goal Orientation, Academic Self-Efficacy, Academic Help-Seeking Behaviour and Achievement show the way to the