The Role of College Students’ College-attendance Value and Achievement Goals in Desired Learning Outcomes
Ming-Chia Lin 1  
Che-Li Lin 1
More details
Hide details
National Academy for Educational Research, Sanxia, TAIWAN
National Tsing Hua University, Hsinchu, TAIWAN
Publish date: 2018-09-28
EURASIA J. Math., Sci Tech. Ed 2018;14(12):em1636
The purpose of this study is twofold, testing how hierarchical motivation modeling explains college students’ academic performances over subsequent semesters; extending the motivation modeling on the university graduate attributes of another sample at a certain time point, by the regular, contextualized institutional-research (IR) practices. The hierarchical motivation modeling denotes that college-attendance values explain achievement goals, eliminating the effect of prior academic performance (i.e., the covariate). Participants were two cohorts of college sophomores with a 1-year gap in Taiwan who voluntarily responded to regular university-wide surveys. The path analysis results of Study 1 (N = 652, 39% female, 61% male) confirmed that the modeling explains the subsequent academic performance, and study hours. Those of Study 2 (N = 681, 43% female, 57% male) further confirmed that achievement goals mediate the values and the attributes. These IR findings indicate directions for college education innovation in boosting the motivated trajectory and the desired learning outcomes worldwide.
Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56–75.
Chen, S. Y., & Lu, L. (2015). The role of achievement motivations and achievement goals in Taiwanese college students’ cognitive and psychological outcomes. Journal of College Student Development, 56(4), 397–412.
Eccles (Parsons), J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp.75–146). San Francisco: W. H. Freeman.
Eccles, J. S. (2009). Who am I and What am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613–628.
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis: A global perspective (7th ed.). Upper Saddle River, NJ: Pearson Education.
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. (2002). Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation. Journal of Educational Psychology, 94, 562–575.
King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational Psychology, 42, 26–38.
Kuh, G. D. (2001). Assessing what really matters to student learning: Inside the National Survey of Student Engagement. Change, 33(3), 10–17.
Kuh, G. D. (2005). Imagine asking the client? Using student and alumni surveys for accountability in higher education. In J. C. Burke (Ed.), Achieving accountability in higher education: Balancing public, academic, and market demands (pp.72–148). San Francisco: Jossey & Bass.
Kuh, G. D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. M. (2008). Unmasking the effects of student engagement on first­year college grades and persistence. Journal of Higher Education, 79, 540–563.
Kuh, G. D., Kinzie, J., Buckley, J., Bridges, B., & Hayek, J. (2006). What matters to student success: A review of the literature. Commissioned report for the National Symposium on Postsecondary Student Success: Spearheading a Dialog on Student Success. Washington, D. C.: National Postsecondary Education Cooperative.
Liem, G. A. D. (2016). Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning. British Journal of Educational Psychology, 86, 37–56.
Liem, G. A. D., & Nie, Y. (2008). Values, achievement goals, and individual‐oriented and social‐oriented achievement motivations among Chinese and Indonesian secondary school students. International Journal of Psychology, 43, 898–903.
Liem, G. A. D., Martin, A. J., Porter, A., & Colmar, S. (2012). Sociocultural antecedents of achievement motivation and achievement: The role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15, 1–13.
Lin, C. H., Fu, Y. C., & Ko, J. W. (2018) Professional Development for IR Professionals: Focus on IR and Decision Support in Asia (China, Korea, Japan, and Taiwan). In K. Webber (Ed.) Building capacity in institutional research and decision support in higher education (pp.241–257). Springer, Cham.
Lin, M. C. & Lin, E. S. (2017). Development of the college-attendance value scale for second-year students in Taiwan. Higher Education Evaluation and Development, 11(1), 38–54.
Lin, M. C., Yu, H., & Lin, E. S. (2014). Validating University Graduate Attribute Scale. Higher Education Evaluation and Development, 8(1), 59–84.
Martin, A. J., Wilson, R., Liem, G. A., & Ginns, P. (2013). Academic momentum at university/ college: Exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time. The Journal of Higher Education, 84(5), 640–674.
Michou, A., Mouratidis, A., Lens, W., & Vansteenkiste, M. (2013). Personal and contextual antecedents of achievement goals: Their direct and indirect relations to students’ learning strategies. Learning and Individual Differences, 23, 187–194.
Michou, A.,Vansteenkiste, M., & Mouratidis, A., & Lens, W. (2014). Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals. British Journal of Educational Psychology, 84, 650–666.
Oliver, B. (2013). Graduate attributes as a focus for institution-wide curriculum renewal: Innovations and challenges. Higher Education Research & Development, 32, 450–463.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46, 26–47.
Tobolowsky, B. F. (2008). Sophomores in transition: the forgotten year. New Directions for Higher Education, 144, 59–67.
Volkwein, J. F. (2011). Gaining ground: The role of institutional research in assessing student outcomes and demonstrating institutional effectiveness. Occasional paper #11. Retrieved from http://www.learningoutcomeasse....