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Individual and social dimensions of Filipino students' achievement goals
Author(s) -
Bernardo Allan B. I.
Publication year - 2008
Publication title -
international journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 62
eISSN - 1464-066X
pISSN - 0020-7594
DOI - 10.1080/00207590701837834
Subject(s) - psychology , need for achievement , academic achievement , goal orientation , student achievement , goal theory , social psychology , mathematics education , developmental psychology
Achievement goal theory assumes that self‐instrumental (mastery) achievement goals are associated with academic achievement, whereas social‐instrumental (performance) goals are not. However, research on Asian students shows that both mastery and performance‐approach goals are positively related to achievement; possibly because achievement motivation in Asian cultures is socially oriented and not individually oriented. The current study explored the structure of the social and individual achievement motivation orientations, and how these achievement orientations and achievement goals were related to achievement of Filipino university students. The results showed two dimensions of social‐oriented achievement motivations—parent‐oriented and teacher‐oriented motivations—and two dimensions of individual‐oriented achievement motivations—personal performance standards and personal goal choice. However, these achievement motivation orientations were not associated with achievement. Instead mastery and performance‐approach goals were both positively associated with academic achievement, personal performance standards, and parent‐oriented achievement motivation.