Prior Academic Achievement, Effort, and Achievement Goal Orientations: A Longitudinal Examination

Empirical research has provided evidence attesting to the potency of two major theoretical frameworks in teaching and learning, namely, achievement goals and effort. The testing of achievement goals and effort in various cross-sectional studies (Dupeyrat & Mariné, 2005; Elliot, McGregor, & Gable, 1999; Fenollar, Román, & Cuestas, 2007) has yielded findings that indicate their positive effects on academic achievement, directly and indirectly via means of other internal cognitive processes. We used latent growth modeling (LGM) procedures to identify and trace the initial states and change in mastery and performance-approach goals, and how they influence academic achievement in mathematics over time. Furthermore, aligning closely to social cognitive theory (Bandura, 1986, 1997), we explore the effects of prior academic achievement and effort on achievement goals and mathematic achievement. This examination involved 234 university students (97 females, 137 males) across six time points: prior academic achievement at Time 1, effort at Time 2, mastery and performance-approach goals at Time 3 to Time 5, and mathematic achievement at Time 6. Existing Likert-scale inventories were used to measure effort, mastery and performance-approach goals. Our LGM analyses indicated a decline in mastery goals and an increase in performance-approach goals over time. Both effort and prior academic achievement influenced the initial states of mastery and performance-approach goals, respectively. Likewise, prior academic achievement and effort contributed to the prediction of mathematic achievement at Time 6.