Achievement Goals, Perceived Teacher Support, and Mathematics Achievement: The Mediating Role of Academic Disidentification
Year: 2024
Type: article
Study design: Observational Study
Abstract: In a competency-based curriculum (CBC), the development of logical and critical thinking skills in mathematics is essential. As a cornerstone of Science, Technology, Engineering, and Mathematics (STEM), mathematics is pivotal for addressing real-world challenges. However, overall pass rates remain unsatisfactory in Kenyan secondary schools, particularly in Kisii County. This study investigated the mediating role of academic disidentification in the relationship between achievement goals, perceived teacher support, and mathematics achievement. Grounded in the revised 3x2 Achievement Goal Model, Self-Determination Theory, and Expectancy-Value Theory, a correlational design was employed with a random sample of 418 Form Three students from thirty seven schools in Kisii County; Kenya in 2023. Multiple linear regression analysis revealed that academic disidentification partially mediates the relationship among achievement goals, perceived teacher support, and mathematics achievement. School categories differed significantly in avoidance motivation, with co-educational schools exhibiting the highest levels. Based on these findings, the study recommends that mathematics teachers prioritize fostering approach motivation, especially in co-educational schools, to enhance student achievement in mathematics.
Authors: Samwel Makori Oyaro, Peter A. Mwaura, Cecilia Nyambura Mwangi, Anthony Muriithi Ireri
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4404249242