Goal Orientation and Its Impact on University Students’ Academic Achievement During the COVID-19 Pandemic

Abstract

The study explored (1) the relationship between university students’ goal orientations (according to the 3 × 2 model) and their academic achievement during COVID-19 pandemic, (2) differences in academic achievement by students’ levels in goal orientations, and (3) differences in university students’ goal orientations and academic achievement by gender, specialization, study level, and the interaction among them. Participants were 149 male and female students whose ages ranged between 18 and 42. The instrument used to collect data was the 3 × 2 (task-approach goals, task-avoidance goals, self-approach goals, self-avoidance goals, other-approach goal, and other-avoidance goals) Achievement Goal Questionnaire. A statistically significant relationship was found between goal orientations and academic achievement of university students. Total goal orientations did not affect students’ academic achievement during COVID-19 pandemic. However, self-avoidance goals and other-approach goals affected academic performance in favor of the average level of self-avoidance and the high level of other-approach. No statistically significant differences in goal orientations and academic achievement were found by gender. Yet, significant differences were found by specialization, the interaction between study level and gender, the interaction between specialization and gender, and the interaction among the three variables.