Academic resilience in education: the role of achievement goal orientations

BAHRAM JOWKAR, JAVAD KOJURI, NAEIMEH KOHOULAT, ALI ASGHAR HAYAT

Abstract


Introduction: In the past 2 decades, research findings established achievement
goal theory as a powerful framework for conceptualizing difference in the
quality of student’s engagement, persistence on task, and academic resilience.
So the present study examined the relationship between achievement goal
orientations and academic resilience.
Method: Participants were 606 students (307 girls and 297 boys) selected from
Shiraz high schools. They completed the Achievement Goals Questionnaire
and Youth development Module Scale (RYDM). To analyze the data, the
relationships between variables were examined, using Pearson product–
moment correlations. Also simulanteous multiple regression was performed
to investigate the prediction of academic resilience by achievement goal
orientations. To examine the reliability and the validity of measures Cronbach
alpha coefficient and factor analysis method were applied, respectively.
Results: Simultaneous multiple regression of achievement goal orientations
on academic resilience showed that “mastery-approach” was a significant
positive predictor of the “home care/high” and “peer care” subscales. Also,
“performance-approach” was a significant, positive predictor of “home care/
high”, and “school/community meaningful” was predicted by “performanceavoidance”
positively.
Conclusion: According to the findings, it seems that achievement goal
orientation has a critical role in students’ academic achievement. Implications of the results are discussed in more details.
Keywords: Resilience, Education, Goal orientation

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 P ISSN: 2322-2220            E ISSN:2322-3561      

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Publisher: Shiraz University of Medical Sciences