Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned

Among the many factors contributing to the students' competency in learning are students' goal and teacher instructional practices. Goal is concerned of the end result that is centered on competence. Four dimensions of achievement goal were being investigated; performance approach, mastery...

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Main Author:	Mohd Juned, Amirah
Format:	Thesis
Language:	English
Published:	2022
Subjects:	Performance Competence Academic achievement
Online Access:	https://ir.uitm.edu.my/id/eprint/75626/1/75626.pdf
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id	my-uitm-ir.75626
record_format	uketd_dc
spelling	my-uitm-ir.756262023-05-26T03:39:42Z Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned 2022 Mohd Juned, Amirah Performance. Competence. Academic achievement General special. e.g., Coeducation, teacher load, size of high school, and efficiency Among the many factors contributing to the students' competency in learning are students' goal and teacher instructional practices. Goal is concerned of the end result that is centered on competence. Four dimensions of achievement goal were being investigated; performance approach, mastery approach, mastery avoidance and performance avoidance. On the other hand, four constructs of perceived teacher instructional practices were identified which were mastery oriented, performance oriented, differentiated instruction, and cognitive stimulation and autonomy. The sample comprised of 400 secondary school students from ordinary high school in Selangor state and responded to a set of questionnaires after their final year examination. The regression analysis shows that performance avoidance only predicted achievement in English subject. Meanwhile, mastery avoidance predicted students' academic achievement for all three subjects. To test moderator variable which was perceived teacher instructional practices, hierarchical regression was used. Based on the hierarchical regression, mastery approach was directly predicted students' achievement for English subject through the moderation of perceived teacher instructional practices. Meanwhile, cognitive stimulation and autonomy moderated the relationship between mastery avoidance and academic achievement for Mathematics and Science subjects. Besides that, differentiated instruction only moderated the relationship achievement goal with academic achievement for Science subject. It can be concluded that the relationship between mastery avoidance and performance avoidance with academic achievement could be moderated by perceived teacher instructional practice (differentiated instruction, and cognitive stimulation and autonomy). This indicated that teacher instructional practices that were perceived by students have influenced on students' purpose in learning and directly affect their academic achievement. 2022 Thesis https://ir.uitm.edu.my/id/eprint/75626/ https://ir.uitm.edu.my/id/eprint/75626/1/75626.pdf text en public phd doctoral Universiti Teknologi MARA (UiTM) Faculty of Education Abd Majid, Faizah
institution	Universiti Teknologi MARA
collection	UiTM Institutional Repository
language	English
advisor	Abd Majid, Faizah
topic	Performance Competence Academic achievement Performance Competence Academic achievement
spellingShingle	Performance Competence Academic achievement Performance Competence Academic achievement Mohd Juned, Amirah Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned
description	Among the many factors contributing to the students' competency in learning are students' goal and teacher instructional practices. Goal is concerned of the end result that is centered on competence. Four dimensions of achievement goal were being investigated; performance approach, mastery approach, mastery avoidance and performance avoidance. On the other hand, four constructs of perceived teacher instructional practices were identified which were mastery oriented, performance oriented, differentiated instruction, and cognitive stimulation and autonomy. The sample comprised of 400 secondary school students from ordinary high school in Selangor state and responded to a set of questionnaires after their final year examination. The regression analysis shows that performance avoidance only predicted achievement in English subject. Meanwhile, mastery avoidance predicted students' academic achievement for all three subjects. To test moderator variable which was perceived teacher instructional practices, hierarchical regression was used. Based on the hierarchical regression, mastery approach was directly predicted students' achievement for English subject through the moderation of perceived teacher instructional practices. Meanwhile, cognitive stimulation and autonomy moderated the relationship between mastery avoidance and academic achievement for Mathematics and Science subjects. Besides that, differentiated instruction only moderated the relationship achievement goal with academic achievement for Science subject. It can be concluded that the relationship between mastery avoidance and performance avoidance with academic achievement could be moderated by perceived teacher instructional practice (differentiated instruction, and cognitive stimulation and autonomy). This indicated that teacher instructional practices that were perceived by students have influenced on students' purpose in learning and directly affect their academic achievement.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Mohd Juned, Amirah
author_facet	Mohd Juned, Amirah
author_sort	Mohd Juned, Amirah
title	Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned
title_short	Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned
title_full	Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned
title_fullStr	Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned
title_full_unstemmed	Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned
title_sort	model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / amirah mohd juned
granting_institution	Universiti Teknologi MARA (UiTM)
granting_department	Faculty of Education
publishDate	2022
url	https://ir.uitm.edu.my/id/eprint/75626/1/75626.pdf
_version_	1783736069062131712

Model of achievement goal influencing academic achievement: moderated by perceived teacher instructional practices / Amirah Mohd Juned

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