Citation
Hoo, Heap King
(2003)
Goal Orientations, Mathematics SelfEfficacy and Cognitive Strategies as Predictors of Students' Mathematics Achievement.
Masters thesis, Universiti Putra Malaysia.
Abstract
The purpose of this study is to examine the relationship between students' goal
orientations (learning and performance), mathematics selfefficacy, cognitive
strategies (deep and shallow) and mathematics achievement. This study also
attempts to identify the predictors of deep cognitive strategy, shallow cognitive
strategy and mathematics achievement. The sample consisted of 339 Form Four
students.
Pearson correlation showed that learning goal and mathematics selfefficacy were
significantly correlated with each other (r = 0.57, p< .01). Deep cognitive strategy
was significantly (p< .01) correlated with learning goal (r = 0.49) and mathematics
selfefficacy (r = 0.54). The relationship between these three variables was positive
and of moderate strength. Performance goal was positively correlated with shallow
cognitive strategy (r = 0.18, p< .01), but the relationship was slight. Mathematics achievement was significantly (p< .01) correlated with learning goal (r = 0.22),
mathematics selfefficacy (r = 0.30) and deep cognitive strategy (r = 0.20). In
contrast, mathematics achievement was negatively correlated with performance goal
(r = 0.16, p< .01) and shallow cognitive strategy (r = 0.11, p< .05), but the
correlations for all these were considered weak.
Stepwise multiple regression analyses were utilized to identify the predictors of deep
cognitive strategy, shallow cognitive strategy and mathematics achievement. Results
showed that mathematics selfefficacy and learning goal were significant predictors
of deep cognitive strategy. Both learning goal and performance goal were significant
predictors of shallow cognitive strategy. Mathematics selfefficacy, performance
goal and shallow cognitive strategy served as significant predictors of students'
mathematics achievement.
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