Among the many factors contributing to the students’ competency in learning are students’ motivation and teacher instructional practices. Motivation is the internal state of an individual that arouses, directs and sustains behaviour. Achievement goal theory has been one of the most prominent theories of motivation in educational research for more than 25 years (Senko, Hulleman, & Harackiewicz, 2011). It has been used in order to identify students’ motivation and achievement- related behaviours. On the other hand, teacher instructional practices are one of the factors that could influence students’ learning (Maulana, Opdenakker & Bosker, 2016). Many studies have described that teaching practices are related to effective classroom learning and students’ outcome (Mercer & DeRosier, 2010). Different experts emphasised that different practices in teaching could efficiently move students forward in their learning. Therefore, this paper explores the relationships between students’ achievement goals and academic achievement and also the possible moderation by teacher instructional practices. As this paper is driven by a concept paper approach, discussions on the findings are based on relevant literature review, which includes discussions on the theories and past research findings. A framework that signifies the possible relationship among the variables is provided.
The Relationships Between Achievement Goal, Teacher Instructional Practices and Students’ Academic Achievement
Amirah Mohd Juned, Faizah Abd. Majid, Sharifah Muzlia Syed Mustafa
Faculty of Education, Universiti Teknologi MARA Cawangan Selangor, Malaysia
Abstract: Among the many factors contributing to the students’ competency in learning are students’ motivation and teacher instructional practices. Motivation is the internal state of an individual that arouses, directs and sustains behaviour. Achievement goal theory has been one of the most prominent theories of motivation in educational research for more than 25 years (Senko, Hulleman, & Harackiewicz, 2011). It has been used in order to identify students’ motivation and achievement- related behaviours. On the other hand, teacher instructional practices are one of the factors that could influence students’ learning (Maulana, Opdenakker & Bosker, 2016). Many studies have described that teaching practices are related to effective classroom learning and students’ outcome (Mercer & DeRosier, 2010). Different experts emphasised that different practices in teaching could efficiently move students forward in their learning. Therefore, this paper explores the relationships between students’ achievement goals and academic achievement and also the possible moderation by teacher instructional practices. As this paper is driven by a concept paper approach, discussions on the findings are based on relevant literature review, which includes discussions on the theories and past research findings. A framework that signifies the possible relationship among the variables is provided.
Keywords: Achievement Goals, Academic Achievement, Instructional Practice
Introduction
Education is a process of learning where there are interactions between students and educators. When a learning process is done efficiently, real learning situation will take place. In every learning process students will be tested by measuring their understanding on the subjects learned. Examination is one of the important aspects in measuring students’ achievement at school (Rasul & Bukhsh, 2011). The Ministry of Education in Malaysia has continuously monitored the performance of students through important examinations such as Ujian Penilaian Sekolah Rendah (UPSR), Pentaksiran Tingkatan 3 (PT3), and Sijil Pelajaran Malaysia (SPM). Each student will perform differently in the examination. Motivation has been identified as one of the most powerful determinants of students' success or failure in school (Hidi & Harackiewicz, 2000). Students may have lots of reasons to succeed academically and achievement goal is one of the theories that are being used in identifying students’ motivation and achievement-related behaviours. Other than students’ motivation, teacher also plays an important role in determining students’ behaviour in learning.
Achievement Goal Theories
Many psychologist and educators have considered that students’ motivation as an important factor for successful school learning. Achievement goals are one of the prominent achievement motivation constructs in the last three decade (Wirthwein et al., 2013). It is considered to be relevant with students’ behavior in an achievement because these goals determine their approach to, engagement in, and evaluation of performance in school learning (Fadlelmula, 2010). Achievement goals have focused on the two goal types which are mastery goal and performance goal. According to Elliot and McGroger (2001) mastery and performance goal is presumed to provide a different perceptual-cognitive framework in achievement setting whereby both goals show different pattern of process and outcome. Mastery goals have been identified beneficial because it focusses on the development of competence through task mastery, while performance goals are focused on the demonstration of competence relative to others. In explaining about mastery and performance goal, a contrast between appro
In-Text Citation: (Juned et al., 2019)
To Cite this Article: Juned, A. M., Majid, F. A., & Mustafa, S. M. S. (2019). The Relationships Between Achievement Goal, Teacher Instructional Practices and Students’ Academic Achievement. International Journal of Academic Research in Business and Social Sciences, 9(13), 506–513.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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