Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance

Authors

  • Gregory Arief D. Liem,

    Corresponding author
    1. Faculty of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia
      Gregory Arief D. Liem, Faculty of Education and Social Work, The University of Sydney, NSW 2006, Australia. Email: gariefd@hotmail.com
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  • Andrew J. Martin,

    1. Faculty of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia
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  • Amy L. Porter,

    1. Faculty of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia
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  • Susan Colmar

    1. Faculty of Education and Social Work, University of Sydney, Sydney, New South Wales, Australia
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Gregory Arief D. Liem, Faculty of Education and Social Work, The University of Sydney, NSW 2006, Australia. Email: gariefd@hotmail.com

Abstract

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.

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