Motivational goals and task-value beliefs as predictors of achievement in electronics technology among university students
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Abstract
This study investigated the relationships between motivational goals, task-value beliefs, and academic achievement among electronics technology students in selected Nigeria universities. A correlational survey design was chosen, with data collected from 158 third-year electronics technology students in selected Nigeria universities. Data were collected using Achievement Goal Questionnaire, Task Value subscale of the MSLQ, and students’ previous academic records. The instrument was validated by experts and it had a reliability coefficient of 0.83. Data were analysed using Pearson Product Moment Correlation. Results revealed a moderate positive, and statistically significant relationship between motivational goals and academic achievement (r = .509, p < .05), It is apparent that students with higher motivational goals tend to perform better. Conversely, the relationship between task-value beliefs and academic achievement appears weak and not significant (r = .154, p > .05), indicating that the perceived importance of the academic tasks performed does not directly affect student performance. It was concluded that while task-value belief requires further exploration, it has been established that motivational goals are crucial variables for success in school. In order to improve student outcomes in electronics technology education, enhanced academic counseling, regular curriculum review, and use of motivational teaching strategies were recommended.
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