Perceptions of contextual achievement goals: Contribution to high-school students' achievement goal orientation, strategy use and academic achievement

Abstract

The current study had two aims: 1) to explore the effects of contextual goals, defined as perceived parents' and teachers' goals, and classroom goal structures, on highschool students' personal achievement goal orientations and 2) to examine the effects of personal and perceived contextual goals on reading and learning strategies, and self-handicapping behavior, as well as their effect on academic achievement. Highschool students (n = 403) completed questionnaires assessing goal orientations and strategies. Their GPA at the end of the school year was also recorded. The results of the study showed that perceived contextual goals were significant predictors of students' corresponding personal goal orientations, although the results were not clearcut. Perceived contextual performance goals also predicted students' work-avoidance goal orientation and self-handicapping behavior that was related to lower academic achievement. On the other hand, contextual mastery goals, especially parents' mastery goals, had significant effects on employment of deep learning and reading strategies.