Achievement goals, well-being and lifelong learning: A mediational analysis

Abstract

Guided by a framework promoted by Zimmerman (2000) and empirical evidence, this research examined the relationship between achievement goals involving mastery goal and performance goal and PERMA (positive emotion, engagement, relationship, meaning and accomplishment) that might affect lifelong learning. A total of 274 prospective mathematics teachers (93.8% female; 6.2% male, with age range from 18 to 22 years old) in Indonesia participated in this research. A relational survey model was taken to test and measure the degree of relationship among achievement goals, PERMA and life-long learning. Exploratory, confirmatory factor analysis and descriptive statistics were applied in this research. The direct path coefficient of mastery goal and performance goal to lifelong learning was significant. The findings of bootstrapping for the indirect effect test revealed that there was no indirect effect of PERMA for mastery goal and lifelong learning. In addition, a partial indirect effect of PERMA for performance goal on lifelong learning was observed.