Academic Identity Status and Achievement Goal Orientation as Predictors of Academic Achievement among Form Three Students in Embu County, Kenya
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Date
2015-11
Authors
Ireri, Anthony Muriithi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Over the last three years (2012 to 2014), the candidature for Kenya Certificate of
Secondary Education has been increasing but the national pass rate has consistently
been low. Low pass rates limit the nation's progress towards attaining the universal
goals of education. Although studies have associated low pass rates with risks
presented by contextual and psychological factors, there is a dearth of local studies on
how students' academic identity and achievement goals predict academic achievement.
The purpose of this study was to determine whether academic identity status and
achievement goal orientation predict academic achievement among secondary school
students in Kenya. Specifically, the relationships among academic identity status,
achievement goal orientation, and academic achievement were examined. Sex
differences and the prediction equation were also established. Framed upon the identity
status theory and the 3 x 2 model of achievement goal orientation, the study adopted
an explanatory sequential mixed methods design. The study targeted all year 2015
form three students in Embu County. Purposive, stratified proportionate, and simple
random sampling procedures were used. 390 students were selected from 10 public
secondary schools in Mbeere South Sub County. Quantitative data were collected
through adapted Academic Identity Measure and Achievement Goal Orientation
Questionnaire. To crosscheck the quantitative data, interviews were conducted with 40
participants purposively selected from those who filled the questionnaire. Academic
achievement was inferred from students' examination grades. A pilot study involving
40 students established and enhanced the psychometric properties of the study
instruments. Quantitative data were analysed using Pearson's Product Moment
Correlation Coefficient, multiple regression, and independent samples t-test.
Qualitative data were analysed thematically. A major finding was that achieved
academic identity status was the only academic identity status that correlated
positively and significantly with academic achievement (r (383) =.38, p < .05). There
was a significant positive correlation 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). Boys had significantly higher scores in foreclosed academic
identity status (I (383) = 2.21, p < .05) while girls had significantly higher scores in
approach achievement goal orientation (I (383) = -.56, P < .05). The equation for
predicting academic achievement from academic identity status and achievement goal
orientation was significant (F (3, 381) = 26.73, p < .05). Achieved academic identity
status had the highest significant predictive value on academic achievement compared
to avoidance and approach achievement goal orientation. In the exploratory analysis,
age and school type had significant main effects in the prediction model. A path
analysis established that achievement goal orientation mediated the relationship
between academic identity status and academic achievement. The study recommended
that parents and teachers should create conducive environments for the development of
achieved academic identity status and approach goal orientations. Specifically, schools
should have interventions to help students attain achieved academic identity status
since it is the most facilitative identity in predicting academic achievement
Description
A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy (Educational Psychology) in the School of Education of Kenyatta University November, 2015