Achievement goal orientations as predictors of academic achievement among secondary school students in embu county, Kenya

Abstract

Background: There is a substantive body of evidence that achievement goal orientations influence academic outcomes. However, students in developing countries and non-college populations are underrepresented in the existing goal orientation research. Involving students from new contexts and in lower levels of education may enhance generalizability of the construct and add to the pool of knowledge in this area. Methods: The study involved 385 students selected through proportionate stratified random sampling from 10 public secondary schools in Embu County. Data were collected through an adapted Achievement Goal Orientation Questionnaire. Academic achievement was inferred from students’ examination grades. Results: A significant positive correlation was found between approach achievement goal orientation and academic achievement (r(383) = .20, p <.05).A significant negative correlation was found between avoidance achievement goal orientation and academic achievement (r(383) = -.15, p < .05). The equation for predicting academic achievement from achievement goal orientation was significant (F (2, 382) = 13.49, p < .05). Approach achievement goal orientation had a higher and positive predictive value while avoidance achievement goal orientation had negative predictive value.