Psychological Development and Education ›› 2018, Vol. 34 ›› Issue (2): 191-199.doi: 10.16187/j.cnki.issn1001-4918.2018.02.08

Previous Articles     Next Articles

Relations between Achievement Goal Orientations and Mathematics Engagement among Pupils: The Mediating Roles of Academic Procrastination and Mathematics Anxiety

HONG Wei, LIU Rude, ZHEN Rui, JIANG Shuyang, JIN Fangkai   

  1. Institute of Developmental Psychology, Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education(Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing 100875
  • Online:2018-03-15 Published:2018-03-15

PDF (PC)

Abstract: The current study investigated seven hundred and eight pupils in upper grades by using self-report scales, to explore the relations among achievement goal orientations, academic procrastination, mathematics anxiety, and mathematics engagement. The results showed:(1) both mastery and performance-approach orientations had direct and positive prediction on mathematics engagement, but the prediction of performance-avoidance orientation was not significant; (2) mastery, performance-approach, and performance-avoidance orientations indirectly predicted mathematics engagement through academic procrastination; (3) both mastery and performance-approach orientations, but not performance-avoidance orientation, indirectly predicted mathematics engagement through mathematics anxiety; (4) all the three types of achievement goal orientations indirectly predicted mathematics engagement through a multiple mediating path from academic procrastination to mathematics anxiety. The findings indicated that achievement goal orientations had not only a direct influence on mathematics engagement, but also an indirect effect on mathematics engagement through academic procrastination and mathematics anxiety.

Key words: pupils, achievement goal orientations, mathematics engagement, academic procrastination, mathematics anxiety

CLC Number: 

  • G442

Akinsola, M., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education,3(4), 363-370.

Bai, H., Wang, L. S., Pan, W., & Frey, M. (2009). Measuring mathematics anxiety:Psychometric analysis of a bidimensional affective scale. Journal of Instructional Psychology,36(3), 185-193.

Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement:The mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies,13(1), 57-74.

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012a). Achievement Goal Theory, conceptualization of ability/intelligence, and classroom climate. In Eric M. Anderman & Helen Patrick. Handbook of Research on Student Engagement (pp. 173-192). Springer US.

Christenson, S. L., Reschly, A. L., & Wylie, C. (2012b). A Self-determination Theory perspective on student engagement. In Johnmarshall Reeve. Handbook of Research on Student Engagement (pp. 149-172). Springer US.

Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology,93(1), 43-54.

Closson, L. M., & Boutilier, R. R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates:The moderating role of honors student status. Learning and Individual Differences,57, 157-162.

Covington, M. V. (1992). Making the grade:A self-worth perspective on motivation and school reform. Cambridge, England:Cambridge University Press.

Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. (2011). Students' emotions during homework in mathematics:Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology,36(1), 25-35.

Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement:A test of Dweck's model with returning to school adults. Contemporary Educational Psychology,30(1), 43-59.

Dweck, C. S. (1990). Self-theories and goals:Their role in motivation, personality, and development. In Perspectives on motivation:Vol. 38. Nebraska symposium on motivation 1990 (pp. 199-235). Lincoln, NE:University of Nebraska Press.

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology,72(1), 218-232.

Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation:A mediational analysis. Journal of Personality & Social Psychology,70(3), 461-475.

Elliot, A. J., & Mcgregor, H. A. (1999). Test anxiety and the hierarchical model of approach and avoidance achievement motivation. Journal of Personality & Social Psychology,76(4), 628-644.

Elliot, A. J., & McGregor, H. A. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology,80(3), 501-519.

Elliott, E. S., & Dweck, C. S. (1988). Goals:An approach to motivation and achievement. Journal of Personality & Social Psychology,54(1), 5-12.

Ferrell, A. (2012). Classroom social environments, motivational beliefs, and student engagement. Available from ProQuest Dissertations & Theses Global A&I:The Humanities and Social Sciences Collection.

Finn, J. D., & Zimmer, K. (2012). Student engagement:What is it and why does it matter? In S. Christenson, A. L. Reschy, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 97-131). New York:Springer

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement:Potential of the concept, state of the evidence. Review of educational research,74(1), 59-109.

Fredricks, J. A., Wang, M.-T., Schall Linn, J., Hofkens, T. L., Sung, H., Parr, A., et al. (2016). Using qualitative methods to develop a survey measure of math and science engagement. Learning and Instruction,43, 5-15.

González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2016). Anxiety in the statistics class:Structural relations with self-concept, intrinsic value, and engagement in two samples of undergraduates. Learning and Individual Differences,45, 214-221.

Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement:Contributions of classroom perceptions and motivation. Contemporary Educational Psychology,29(4), 462-482.

Howell, A. J., & Buro, K. (2009). Implicit beliefs, achievement goals, and procrastination:A mediational analysis. Learning and Individual Differences,19(1), 151-154.

Howell, A. J., & Watson, D. C. (2007). Procrastination:Associations with achievement goal orientation and learning strategies. Personality and Individual Differences,43(1), 167-178.

Jackson, T., Weiss, K., Lundquist, J., & Hooper, D. (2003). The impact of hope, procrastination, and social activity on academic performance of Midwestern college students. Education Indianapolis-Chula Vista,124(2), 310-320.

Kennedy, G. J. (2013). An exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance. Social Psychology of Education,16(3), 435-470.

Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance:A meta-analysis. Personality and Individual Differences,82, 26-33.

Lau, S., Liem, A. D., & Nie, Y. (2008). Task-and self-related pathways to deep learning:The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology,78(4), 639-662.

Lay, C. H. (1986). At last, my research article on procrastination. Journal of Research in Personality,20(4), 474-495.

Linnenbrink, E. A., & Pintrich, P. R. (2000). Chapter 8-Multiple pathways to learning and achievement:The role of goal orientation in fostering adaptive motivation, affect, and cognition A2-Sansone, Carol. In J. M. Harackiewicz (Ed.), Intrinsic and Extrinsic Motivation (pp. 195-227). San Diego:Academic Press.

Maehr, M. L., & Zusho, A. (2009). Achievement goal theory:The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 77-104). New York:Routledge.

Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2015). Attachment to the mother and achievement goal orientations at the beginning of middle school:The mediating role of academic competence and anxiety. Learning and Individual Differences,39, 39-48.

Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation:A qualitative study of university students. Journal of Educational Psychology,95(3), 617-628.

McGregor, H. A., & Elliot, A. J. (2002). Achievement goals as predictors of achievement-relevant processes prior to task engagement. Journal of Educational Psychology,94(2), 381-395.

Mih, V., Mih, C., & Drago?, V. (2015). Achievement goals and behavioral and emotional engagement as precursors of academic adjusting. Procedia-Social and Behavioral Sciences,209, 329-336.

Owens, A. M., & Newbegin, I. (1997). Procrastination in high school achievement:A causal structural model. Journal of Social Behavior & Personality,12(4), 869-887.

Paola, M. D., & Scoppa, V. (2015). Procrastination, academic success and the effectiveness of a remedial program. Journal of Economic Behavior & Organization,115, 217-236.

Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions:A theoretical model and prospective test. Journal of Educational Psychology,98(3), 583-597.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement:A program of qualitative and quantitative research. Educational psychologist,37(2), 91-105.

Rimm-kaufman, S. E., Baroody, A. E., Larsen, R. A. A., Curby, T. W., & Abry, T. (2014). To what extent do teacher-student interaction quality and student gender contribute to fifth graders' engagement in mathematics learning?. Journal of Educational Psychology,107(1), 170-185.

Roebken, H. (2007). The influence of goal orientation on student satisfaction, academic engagement and achievement. Electronic Journal of Research in Educational Psychology,5(3), 45-63.

Rothblum, E. D. (1990). Fear of failure. In Handbook of social and evaluation anxiety (pp. 497-537). Springer US.

Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout:A two sample confirmatory factor analytic approach. Journal of Happiness studies,3(1), 71-92.

Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning disabilities:Avoidance motivation?. International Journal of Educational Research,39(4), 497-517.

Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination:Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology,31(4), 504-510.

Soysa, C. K., & Weiss, A. (2014). Mediating perceived parenting styles-test anxiety relationships:Academic procrastination and maladaptive perfectionism. Learning and Individual Differences,34(3), 77-85.

Stan, A., & Oprea, C. (2015). Test anxiety and achievement goal orientations of students at a Romanian university. Procedia-Social and Behavioral Sciences,180, 1673-1679.

Steel, P. (2007). The nature of procrastination:A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin,133(1), 65-94.

Strunk, K. K., Cho, Y., Steele, M. R., & Bridges, S. L. (2013). Development and validation of a 2×2 model of time-related academic behavior:Procrastination and timely engagement. Learning and Individual Differences,25, 35-44.

Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education,31(4), 557-577.

Taylor, A. B., Mackinnon, D. P., & Tein, J. Y. (2008). Tests of the three-path mediated effect. Organizational Research Methods,11(2), 241-269.

Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health:The costs and benefits of dawdling. Psychological Science,8(6), 454-458.

Vernon, A. (2002). What works when with children and adolescents. A handbook of individual counseling techniques. Champaign, IL:Research Press.

Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and individual differences,16(1), 1-12.

Wang, M.-T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2016). The math and science engagement scales:Scale development, validation, and psychometric properties. Learning and Instruction,43, 16-26.

Zeidner, M. (2014). Anxiety in education. In R. Pekrun, & L. Linnembrink-García (Eds.). International handbook of emotions in education (pp. 265-288). New York:Routledge.

方杰, 温忠麟, 张敏强, 孙配贞. (2014). 基于结构方程模型的多重中介效应分析. 心理科学,37(3), 735-741.

蒋京川. (2004).成就目标定向与班级动机氛围、学习策略、学业成绩的关系研究(硕士学位论文). 华中师范大学,武汉.

李晓东, 袁冬华. (2004). 内隐自尊与外显自尊对自我妨碍的影响.心理科学,27(6), 1337-1339.

刘惠军, 郭德俊, 李宏利, 高培霞. (2006). 成就目标定向、测验焦虑与工作记忆的关系.心理学报,38(2), 254-261.

王燕春, 杨宏飞. (2013). 完美主义与学业自我妨碍、考试焦虑的关系.中国临床心理学杂志,21(4), 672-674.

胥兴春. (2003). 数学学习困难及其心理分析.中国特殊教育(3), 52-55.

杨丽, 何炎芬, 毛晋平. (2007). 自尊、成就目标与高中生自我妨碍的关系.中国临床心理学杂志,15(4), 395-396.

周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法.心理科学进展,12(6), 942-950.

周琰, 谭顶良. (2010). 初中数优生、数困生的数学学习投入研究.中国特殊教育(12), 53-57.
[1] YUE Pengfei, ZHANG Jiaxin, BAI Xuejun. Life Events and Academic Procrastination among Middle School Students: A Moderated Mediation Model [J]. Psychological Development and Education, 2023, 39(2): 228-235.
[2] XUE Xiaoran, HUANG Bijuan, LI Hongxia, ZHAO Xiaomeng, SI Jiwei. Longitudinal Associations between Attitudes towards Mathematics and Mathematical Achievement in Primary School Children: The Roles of Academic Procrastination and Mathematical Metacognition [J]. Psychological Development and Education, 2022, 38(4): 520-529.
[3] ZHANG Yunyun, CHEN Jiayi, YANG Miao, REN Ping, LIU Sichen. Effects of Parental Academic Involvement and Academic Pressure on Early Adolescents' Academic Engagement: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(2): 211-221.
[4] GUAN Dongxiao, AI Jiru, HUANG Bijuan, CUI Shuang, SI Jiwei. Math Anxiety Affects Children's Numerical Representation: Cognitive Inhibition as a Moderator [J]. Psychological Development and Education, 2020, 36(1): 10-18.
[5] LI Hongxia, ZHANG Jiajia, ZHAO Xia, SI Jiwei, HUANG Bijuan. Relationships among Epistemological Beliefs, Self-regulated Learning and Academic Procrastination in College Students: A Moderated Mediation Model [J]. Psychological Development and Education, 2019, 35(5): 557-565.
[6] LI Liping, WU Xinchun, XIONG Cuiyan, CHENG Yahua, NGUYEN ThiPhuong. Effects of Metalinguistic Awareness and Rapid Automatized Naming on Character Dictation for Pupils [J]. Psychological Development and Education, 2016, 32(6): 698-705.
[7] CHENG Ke, ZHOU Xiao, CHEN Qiu-yan, ZHANG Chen-guang, WU Xin-chun. The Effect of Posttraumatic Stress Disorder on Aggressive Behavior after The Wenchuan Earthquake：The Moderating Effect of Coping Style [J]. Psychological Development and Education, 2013, 29(6): 649-656.
[8] CHEN Chen, YAN Ting, LIN Chong-de. Perfectionism, Self-Esteem, and Academic Procrastination among Chinese University Students [J]. Psychological Development and Education, 2013, 29(4): 368-377.
[9] LI Da-wei, ZHANG Xiang-kui, GAI Xiao-song, JIAO Xiao-yan. Impacts of Pre-school Education Length and Maternal Education Level upon the School Adjustment of Grade-1 Pupils in the Rural Area [J]. Psychological Development and Education, 2013, 29(3): 299-304.
[10] NI Shi-guang, LI Hong, HUANG Lin-yan. Further Exploration and Integration for Studies on Academic Procrastination [J]. Psychological Development and Education, 2012, 28(5): 545-553.
[11] WANG Yao, ZHANG Qi. Reading Model Essay Influenced Pupils’ Composition Achievements [J]. Psychological Development and Education, 2012, 28(5): 495-501.
[12] TIAN Lan, ZHANG Da-jun. An Experimental Study on Enhancing Story-writing Quality of Pupils with Writing Difficulties through Planning Strategy Instruction [J]. Psychological Development and Education, 2011, 27(3): 282-288.
[13] CUI Ji-fang, LI Nen-xiao, CHEN Ying-he. The Mechanism of the Effect of Mathematics Anxiety on Children’s Math Performance [J]. Psychological Development and Education, 2011, 27(2): 118-125.
[14] ZHOU Shao-xian, WANG Fu-xing, XU Fei-fei, CHEN Jun. Strategies’Utilization Deficiency of Three to Six Grade Students When Solving Multi-Subtraction Problem [J]. Psychological Development and Education, 2010, 26(5): 465-472.
[15] MA Lai-xiang, KOU Yu. Effects of Success or Failure on Pupils’ Self-worth in Games [J]. Psychological Development and Education, 2009, 25(4): 37-42.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd