Achievement-Oriented Beliefs and Their Relation to Academic Expectations and School Achievement among Qatari Students

Autor/inn/en	Nasser, Ramzi; McInerney, Dennis
Titel	Achievement-Oriented Beliefs and Their Relation to Academic Expectations and School Achievement among Qatari Students
Quelle	In: Educational Psychology, 36 (2016) 7, S.1216-1238 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.993928
Schlagwörter	Foreign Countries; Middle School Students; High School Students; Student Attitudes; Beliefs; Academic Achievement; Expectation; Goal Orientation; Student Motivation; Intention; Factor Analysis; Construct Validity; Reliability; Attitude Measures; Questionnaires; Likert Scales; Mastery Learning; Competition; Power Structure; Social Cognition; Regression (Statistics); Predictor Variables; Scores; Gender Differences; Goodness of Fit; Educational Attitudes; Qatar + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schülerverhalten; Belief; Glaube; Schulleistung; Expectancy; Erwartung; Zielorientierung; Zielvorstellung; Schulische Motivation; Faktorenanalyse; Reliabilität; Fragebogen; Likert-Skala; Wettkampf; Soziale Kognition; Regression; Regressionsanalyse; Prädiktor; Geschlechterkonflikt; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Katar
Abstract	This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn from the Inventory of School Motivation (ISM): mastery (effort and task), performance (competition and social power), social solidarity (social concern and affiliation), extrinsic (praise and token). A set of eight regression analyses was conducted to examine the relations among these eight motivational measures, future goals to attend college, the value of school and six school subjects. Eight regression equations revealed that effort and task were the most significant predictors of the dependent variables of university intention, valuing school and school achievement scores. Students in Qatar exhibited "effort and task" in goal motivation in relation to students' beliefs regarding future academic goals and achievement scores in school subjects. As Qatar is a highly gender-segregated society, analyses were also conducted by gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01