Mastery Goal, Value, and Self-concept: What do they predict?

Background Students’ motivation is known to influence academic outcomes. However there is a paucity of research showing the relative influences of motivational factors on short-term and long-term outcomes. Purpose The study investigates the relative influences of motivational factors— mastery goal orientation, value of schooling, and academic self-concepts (perceived competence in and affect to schoolwork) on four outcomes – rule acceptance , identity, general self-efficacy and achievement. Sample Students in grades 3 to 6 from six primary schools in the Sydney were surveyed (N=979). The ages of the participants varied from 8 to 13 years (M=9.78). Design and methods Students completed a questionnaire and literacy and numeracy achievement tests. Structural equation modeling was used to examine the paths from four predictors to four outcomes. Results Whereas all four predictors were positively associated with all four outcomes, students’ mastery goal had stronger positive influences on self-efficacy and identity. Value, perceived competence, and affect were found to influence outcomes in different ways – positive influences were found for value on achievement, rule-acceptance, and identity; for perceived competence on achievement and efficacy; and for affect on ruleacceptance and identity. Conclusion Mastery goal had stronger influences on long-term outcomes while other predictors are stronger for shortterm outcomes. To facilitate short-term and long-term outcomes, all four motivational factors need attention.