Psychology: Techniques and Application

Psychology: Techniques and Application ›› 2019, Vol. 7 ›› Issue (4): 229-236.doi: 10.16842/j.cnki.issn2095-5588.2019.04.004

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The Mediating Effects of Academic Selfefficacy on the Relationship between Achievement Goal and Selfdirected Learning:Evidence from the Senior High School Students

  

  1. (1 Zhongshan Overseas Chinese Secondary School, Zhongshan 528400, China)
    (2 Teaching and Research Section of Zhongshan City, Zhongshan 528400, China)
  • Online:2019-04-01 Published:2019-03-29

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Abstract: To explore the relationship among achievement goal,academic self-efficacy and self-directed learning,a total of 936 senior high school students were investigated with Achievement Goal Orientation Scale,Academic Self-efficacy Scale and Self-directed Learning Readiness Scale.The results indicated as following:(1)The mastery goal and performance approach goal were positively correlated with self-directed learning,and the performance avoidance goal negatively correlated with self-directed learning.The learning ability self-efficacy and learning activity self-efficacy were positively correlated with self-directed learning. (2) Different achievement goals had different influence paths on self-directed learning. The learning ability self-efficacy and learning activity self-efficacy had a partial mediating effect in the relationship between the mastery goal/performance avoidance goal and self-directed learning.The learning ability self-efficacy had a partial mediating effect in the relationship between performance approach goal and self-directed learning.The result suggested that achievement goal could not only directly influence self-directed learning for senior high school students but  also indirectly impact on self-directed learning through academic self-efficacy.

Key words: senior high school students, achievement goal, academic self-efficacy, self-directed learning

CLC Number: 

  • B849
[1] . Achievement Goal Orientation: Concept, Structure, Influencing Factors, and Consequences [J]. Psychology: Techniques and Application, 2016, 4(8): 499-508.
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