Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance
Article first published online: 15 JUN 2011
© 2011 The Authors. Asian Journal of Social Psychology © 2011 Blackwell Publishing Asia Pty Ltd with the Asian Association of Social Psychology and the Japanese Group Dynamics Association
Asian Journal of Social Psychology
Volume 15, Issue 1, pages 1–13, March 2012
How to Cite
Liem, G. A. D., Martin, A. J., Porter, A. L. and Colmar, S. (2012), Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15: 1–13. doi: 10.1111/j.1467-839X.2011.01351.x
- Issue published online: 3 FEB 2012
- Article first published online: 15 JUN 2011
- Received 22 October 2010; accepted 13 March 2011.
With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual-oriented and social-oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one-path analytic model with a sample of Indonesian high-school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social-oriented achievement motive; self-direction values positively predicted individual-oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual-oriented and social-oriented achievement motives positively predicted mastery-approach and performance-approach goals. Interestingly, social-oriented achievement motive also positively predicted mastery-avoidance and performance-avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance-approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.