TY  - JOUR
T1  - Effects of Goal Orientations Endorsed on Academic Performance, Motivation and Cognitive Strategies of University Students
AU - Alemayehu Taye, Eshete AU - Anne Monette, Jeudy 
JO  - The Social Sciences
VL  - 5
IS  - 2
SP  - 139
EP  - 143
PY  - 2010
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2010.139.143
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2010.139.143
KW  - Goal orientation
KW  -mastery goals
KW  -performance approach and avoidance goals
KW  -Ethiopian University students
KW  -cognitive strategies
KW  -academic performance
KW  -intrinsic motivation and value
AB  - This study examined the impacts of goal orientations endorsed on academic performance, motivation and cognitive strategies, when attend academically difficult and challenging course. Participants were 93, 2nd and 3rd year Mechanical Department male students of Arbaminch University, Ethiopia. Thus, the research result in, there are high and positive correlation between performance approach and mastery (r = 0.54, p<0.01) as well as with performance avoidance goals (r = 0.323, p<0.01). Intrinsic value of the students positively associated to performance approach and mastery goal, whereas it has no significant correlation to performance avoidance goal. The goal endorsed is not significant predictor of students’ performance. In addition, performance approach significantly negatively predicted (β = -0.305, p<0.05) disorganized cognitive strategies, whereas performance avoidance goal significantly positively predicted (β = 0.254, p<0.05). The higher the educational status of the mothers of students, the more chances of endorsing performance approach and mastery goal orientations F (3, 89) = 3.19 (p<0.05) and F (3, 89) = 3.491 (p<0.05), respectively.
ER  -