The Causal Model of Relation among Achievement Goals, Test Anxiety and Scholastic Achievement

Research Abstract

Summary Introduction: Scholastic achievement has a special importance with student. It is the basic criterion of his passing from one grade to another, in addition to its traces in establishing and forming his personality and feeling of satisfaction and personal happiness or self-actualization. It also leads to get certifications, appreciation from others (peers, parents, or closed persons) or a job that may help individual to achieve a kind of settlement in life. So, many researchers had concerned with scholastic achievement in order to examine the factors that may affect it positively or negatively, and tended to examine both, internal factors which are relevant to individual’s personality and its characteristics, and external factors which are represented in all what surround him and may affect his achievement score. Achievement goals are considered one of the factors relevant to individual and he adopts them in any educational situation. Every educational work which individual performs should depend on specific goals to be achieved; these goals increase his effort and persistence and help him to continue academic tasks performance. The level of scholastic achievement may differ according to the different kind of goal that student adopts during learning because goal adopting affects student beliefs relevant to his behavior and achievement in learning situations. It also affect his beliefs and imaginations relevant to the reasons of his performance whether this performance is positive or negative in academic situations. As a result, recent studies of achievement motivation take care of determining different patterns of achievement goals and motive processes relevant to them with students. (Mosaad Rabia Abd Allah, 2003) Test anxiety is considered one of the motive processes relevant to achievement goals and a real problem that many students face. It is a source of insomnia not only for students, but also for family, scholastic administration and society as a whole. Many studies found that students’ high test anxiety affects scholastic achievement negatively. In terms of what mentioned, the problem of the study can be determined in the following questions: 1- To what extent do achievement goals [Mastery (approach / avoidance), performance (approach / avoidance), work – avoidance, and social (approval / concern) goals] differ according to the different level of scholastic achievement (high, middle, low)? 2- To what extent does test anxiety (worry, emotionality, bodily reactions) differ according to the different level of scholastic achievement (high, middle, low)? 3- To what extent do achievement goals [Mastery (approach / avoidance), performance (approach / avoidance), work-avoidance, and social (approval / concern) goals] differ according to the different gender of students (males / females)? 4- To what extent does test anxiety (worry / emotionality / bodily reactions) differ according to the different gender of students (males / females)? 5- To what extent do achievement goals [Mastery (approach / avoidance), performance (approach / avoidance), work-avoidance, and social (approval / concern) goals] differ according to the different geographical location of students (rural/urban)? 6- To what extent does test anxiety (worry / emotionality / bodily reactions) differ according to the different geographical location of students (rural/urban)? 7- What is the best causal model that indicates the relation among achievement goals, test anxiety and scholastic achievement? Objectives of the study: 1- Discovering the differences in achievement goals [Mastery (approach/avoidance), performance (approach/avoidance), work-avoidance, and social (approval/concern) goals] which due to: • Level of scholastic achievement (high, middle, low). • Gender (males/females). • Geographical location (rural/urban). 1- Discovering the differences in test anxiety (worry / emotionality / bodily reactions) which due to: • Level of scholastic achievement (high, middle, low). • Gender (males/females). • Geographical location (rural/urban). 2- Finding the best causal model that indicates the relation among achievement goals, test anxiety and scholastic achievement with high, middle and low achievers. Significance of the study: The significance of the present study stems from the nature of variables which it examines. These variables are achievement goals, test anxiety and scholastic achievement. Achievement goals are considered one of the recent attitudes of achievement motivation with which many foreign but few Arabic researchers concerned. So, this study will present this concept comprehensively with its theoretical root and importance in academic achievement. Also, test anxiety is considered a real problem that many students face. It is a source of insomnia not only for students, but also for family, scholastic administration and society as a whole especially, if a student is in a stage like secondary stage in which anxiety degree of both father and student increases because it is a fatal stage as it determines student’s future later on. So, the current study tries to explore some factors that may affect test anxiety to be taken into consideration in designing programs in order to limit students' test anxiety so as to overcome one of scholastic achievement obstacles. The current study results can also be of a great benefit in developing a comprehensive tool to measure achievement goals, as the researcher has noticed that there is no agreement among researchers in achievement goals components. Method of the study: The causal descriptive method was used because it’s suitable for the nature and objectives of the study which tries to define the causal model of relation among achievement goals, test anxiety and scholastic achievement. Sample of the study: The researcher selected the main study sample from some secondary schools in Beni-Suef. The total size of the primary sample reached (806) students in first grade of secondary school (414 males, 392 females). Their ages ranged from 14 - 16 years. The sample also consisted of (462) urban and (344) rural. After applying study tools, 15 students were removed and the total and final size of the sample reached (791) students (406 males, 385 females). Tools of the study: The study depends in achieving its objectives on the following tools: • Achievement Goals Scale, prepared by the researcher. • Test Anxiety Scale, prepared by the researcher. • Students’ Scores in the final exams of the year 2005 / 2006. Statistical treatment of the study: • Analysis of Variance. • Scheffe Test • T-Test. • Path Analysis. Results of the study: The current study results indicated that: Firstly: achievement goals differ according to the different level of scholastic achievement (high-middle-low): 1- Concerning Mastery Goals: A) Mastery-Approach Goals: • There are statistically significant differences between means of low and middle achievers in mastery-approach goals, in favour of middle achievers. • There are statistically significant differences between means of low and high achievers in mastery-approach goals, in favour of high achievers. • There are statistically significant differences between means of middle and high achievers in mastery-approach goals, in favour of high achievers. B) Mastery – Avoidance Goals: • There are statistically significant differences between means of low and high achievers in mastery-avoidance goals, in favour of high achievers. • There are no statistically significant differences between means of low and middle achievers in mastery-avoidance goals. • There are no statistically significant differences between means of middle and high achievers in mastery-avoidance goals. C) Mastery Goals (whole score): • There are statistically significant differences between means of low and high achievers in mastery goals (whole score), in favour of high achievers. • There are statistically significant differences between means of middle and high achievers in mastery goals (whole score), in favour of high achievers. • There are no statistically significant differences between means of low and middle achievers in mastery goals (whole score). 2-Concerning Performance Goals: A) Performance-Approach Goals: • Performance-approach goals don't differ according to the different level of scholastic achievement (high, middle, low). B) Performance – Avoidance Goals: • Performance-avoidance goals don't differ according to the different level of scholastic achievement (high, middle, low). C) Performance Goals (whole score): • Performance goals (whole score) don't differ according to the different level of scholastic achievement (high, middle, low). 3-Concerning Work-Avoidance Goals: • There are no statistically significant differences between means of low and middle achievers in work-avoidance goals . • There are statistically significant differences between means of low and high achievers in work-avoidance goals, in favour of low achievers. • There are statistically significant differences between means of middle and high achievers in work-avoidance goals, in favour of middle achievers. 4-Concerning Social Goals: A) Social Approval Goals: • Social approval goals don't differ according to the different level of scholastic achievement (high, middle, low). B) Social Concern Goals: • Social Concern goals don't differ according to the different level of scholastic achievement (high, middle, low). C) Social Goals (Whole Score): • Social goals (whole score) don't differ according to the different level of scholastic achievement (high, middle, low). Secondly: Test Anxiety differs according to the different level of scholastic achievement (high, middle, low). 1-Concerning Worry: • There are statistically significant differences between means of low and middle achievers in worry, in favour of low achievers. • There are statistically significant differences between means of low and high achievers in worry, in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in worry. 2-Concerning Emotionality: • There are statistically significant differences between means of low and middle achievers in emotionality, in favour of low achievers. • There are statistically significant differences between means of low and high achievers in emotionality, in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in emotionality. 3-Concerning Bodily Reactions: • There are statistically significant differences between means of low and middle achievers in bodily reactions, in favour of low achievers. • There are statistically significant differences between means of low and high achievers in bodily reactions, in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in bodily reactions. 4-Concerning Test Anxiety (Whole Score): • There are statistically significant differences between means of low and middle achievers in test anxiety (whole score), in favour of low achievers. • There are statistically significant differences between means of low and high achievers in test anxiety (whole score), in favour of low achievers. • There are no statistically significant differences between means of middle and high achievers in test anxiety (whole score). Thirdly: There are statistically significant differences between means of males and females in achievement goals: 1-Concerning Mastery Goals: • There are statistically significant differences between means of males and females in mastery – approach goals, in favour of females. • There are statistically significant differences between means of males and females in mastery – avoidance goals, in favour of females. • There are statistically significant differences between means of males and females in mastery goals (whole score), in favour of females. 2-Concerning Performance Goals: • There are no statistically significant differences between means of males and females in performance- approach goals. • There are no statistically significant differences between means of males and females in performance – avoidance goals. • There are no statistically significant differences between means of males and females in performance goals (whole score). 3-Concerning Work-Avoidance Goals: • There are no statistically significant differences between means of males and females in work-avoidance goals. 4-Concerning Social Goals: • There are no statistically significant differences between means of males and females in social approval goals. • There are statistically significant differences between means of males and females in social concern goals, in favour of females. • There are statistically significant differences between means of males and females in social goals (whole score), in favour of females. Fourthly: Concerning the differences between males and females in test anxiety, the results indicated that: • There are statistically significant differences between means of males and females in test anxiety (worry), in favour of females. • There are statistically significant differences between means of males and females in test anxiety (emotionality), in favour of females. • There are no statistically significant differences between means of males and females in test anxiety (bodily reactions). • There are statistically significant differences between means of males and females in test anxiety (whole score), in favour of females. Fifthly: Concerning the differences between rural and urban students in achievement goals, results indicated that: 1- Concerning Mastery Goals: • There are no statistically significant differences between means of rural and urban students in mastery - approach goals. • There are no statistically significant differences between means of rural and urban students in mastery - avoidance goals. • There are no statistically significant differences between means of rural and urban students in mastery goals (whole score). 2- Concerning Performance Goals: • There are no statistically significant differences between means of rural and urban students in performance – approach goals. • There are no statistically significant differences between means of rural and urban students in performance – avoidance goals. • There are no statistically significant differences between means of rural and urban students in performance goals (whole score). 3-Concerning Work - Avoidance Goals: • There are statistically significant differences between means of rural and urban students in work - avoidance goals, in favour of urban students. 4- Concerning Social Goals: • There are no statistically significant differences between means of rural and urban students in social approval goals. • There are no statistically significant differences between means of rural and urban students in social concern goals. • There are no statistically significant differences between means of rural and urban students in social goals (whole score). Sixthly: Concerning the differences between rural and urban students in test anxiety, results indicated that: • There are no statistically significant differences between means of rural and urban students in test anxiety (worry). • There are statistically significant differences between means of rural and urban students in test anxiety (emotionality), in favour of urban students. • There are statistically significant differences between means of rural and urban students in test anxiety (bodily reactions), in favour of urban students. • There are statistically significant differences between means of rural and urban students in test anxiety (whole score), in favour of urban students. Seventhly: Concerning the causal model which indicates the relation among achievement goals, test anxiety and scholastic achievement, results indicated that 1- Concerning the sample of low achievers: • Work-avoidance goals affect test anxiety positively. • Work-avoidance goals affect scholastic achievement negatively. • Test anxiety affects scholastic achievement negatively. • Work-avoidance goals affect scholastic achievement negatively and indirectly through test anxiety. 2- Concerning the sample of middle achievers: • Mastery goals affect scholastic achievement positively. • Test anxiety affects scholastic achievement negatively. • Performance goals affect test anxiety positively. • Performance goals affect scholastic achievement indirectly through test anxiety. 3- Concerning the sample of high achievers: • Social goals affect test anxiety positively. • Mastery goals affect test anxiety negatively • Mastery goals affect scholastic achievement positively. • Test anxiety affects scholastic achievement negatively. • Mastery goals affect scholastic achievement indirectly through test anxiety. • Social goals affect scholastic achievement indirectly through test anxiety. 4- Concerning the whole sample: • Work-avoidance goals affect test anxiety positively. • Work-avoidance goals affect scholastic achievement negatively. • Test anxiety affects scholastic achievement negatively. • Work-avoidance goals affect scholastic achievement negatively and indirectly through test anxiety. • Mastery goals affect scholastic achievement positively. • Performance goals affect test anxiety positively. • Performance goals affect scholastic achievement indirectly through test anxiety. • Social goals affect test anxiety positively. • Social goals affect scholastic achievement indirectly through test anxiety. The current study results were discussed and interpreted in terms of review of literature and studies relevant to the study topic. Also, some recommendations and suggested researches were presented as the current study results showed the need for them.

Research Keywords

The Causal Model of Relation among Achievement Goals, Test Anxiety and Scholastic Achievement