Predicting Chemistry Achievement through Task Value, Goal Orientations, and Self-Efficacy: A Structural Model

Abstract

The purpose of the present study was to examine the relationships among task value, goal orientations, and chemistry self-efficacy in predicting 11th grade Turkish students’ chemistry achievement. A total of 572 11th grade students taking chemistry participated in the study. Data were collected using Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire, Chemistry Self-Efficacy Scale, and Chemistry Achievement Test. Results of structural equation modeling indicated that task value was a significant positive predictor of mastery-approach goals, performance-approach goals, and mastery-avoidance goals. Mastery-approach goals and performance-approach goals were found to be a positive predictor of chemistry self-efficacy for cognitive skills, whereas mastery-avoidance goals negatively predicted chemistry self-efficacy for cognitive skills. Lastly, chemistry self-efficacy for cognitive skills was a significant positive predictor of chemistry achievement. Overall, findings of the present study extend the existing body of literature on the interplay between task value, goal orientations, and chemistry self-efficacy in predicting chemistry achievement.