The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and self-efficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first- and second-year students’ reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students’ reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers’ motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement.
| Published in | Higher Education Research (Volume 5, Issue 4) |
| DOI | 10.11648/j.her.20200504.12 |
| Page(s) | 118-130 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2020. Published by Science Publishing Group |
Mediational Analysis, Student Teachers’ Motivational Orientation, Colleges of Education
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APA Style
Eric Anane. (2020). A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations. Higher Education Research, 5(4), 118-130. https://doi.org/10.11648/j.her.20200504.12
ACS Style
Eric Anane. A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations. High. Educ. Res. 2020, 5(4), 118-130. doi: 10.11648/j.her.20200504.12
AMA Style
Eric Anane. A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations. High Educ Res. 2020;5(4):118-130. doi: 10.11648/j.her.20200504.12
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Download@article{10.11648/j.her.20200504.12,
author = {Eric Anane},
title = {A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations},
journal = {Higher Education Research},
volume = {5},
number = {4},
pages = {118-130},
doi = {10.11648/j.her.20200504.12},
url = {https://doi.org/10.11648/j.her.20200504.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200504.12},
abstract = {The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and self-efficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first- and second-year students’ reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students’ reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers’ motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement.},
year = {2020}
}
TY - JOUR T1 - A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations AU - Eric Anane Y1 - 2020/06/15 PY - 2020 N1 - https://doi.org/10.11648/j.her.20200504.12 DO - 10.11648/j.her.20200504.12 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 118 EP - 130 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20200504.12 AB - The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and self-efficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first- and second-year students’ reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students’ reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers’ motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement. VL - 5 IS - 4 ER -
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