Achievement Goal Orientation and Academic Performance in Undergraduate Students

Abstract

The study explored the achievement goals and perceived competence in high, average, and low academic achievers, and investigated the relationship between achievement (grade point average, GPA) and achievement goals. A sample of 17 high, 33 average, and 12 low achievers with an age range of 20 to 24 years was obtained from a public university. Achievement Goal Questionnaire (Elliot & Church, 1997) measured achievement goals and a perceived competence scale, developed as part of this study, was used to measure the perceived competence of the students. One-way Analysis of Variance indicated that high achievers significantly scored high on performance approach goals, mastery goals, and perceived competence compared to average and low achievers. However, no significant differences were observed among high, average, and low achievers with regard to performance-avoidance goals. Academic achievement was positively correlated with approach orientation, and performance-approach goal was identified as the strongest predictor of GPA. The study can be beneficial for teachers, educationists, and parents as it indicates that approach orientation contributes to academic achievement.