External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in ResourceLimited Environments
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Date
2024
Journal Title
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Publisher
East African Journal of Education Studies
Abstract
This study unveils demographic factors (age, gender, school type,
compassion support, parental education, income) as correlates of
achievement goal orientation. Using a convergent parallel mixed methods
approach, the study investigated the influence of these demographic
characteristics on achievement goal orientation among 510 adolescent
students aged 12-21 (231 males, 279 females) in secondary schools in
Southwestern Uganda. Using Achievement Goal Questionnaire (AGQ-R)
Scale and key informant interview guide, achievement goal orientation
preferences and the influence of external support were respectively measured.
Qualitative findings revealed teacher-student relationships, goal-setting
training, defined external rewards, and peer pressure as critical factors that
influence achievement goal orientation choice. Kruskal Wallis and MannWhitney U test results revealed that parents income and education level,
students school type and external support influenced achievement goal
orientation preference among adolescent students in southwestern Uganda. In
conclusion, this research provides a comprehensive understanding of the
intricate interconnectedness of these variables, offering valuable insights to
enrich educational interventions especially in resource-limited learning
environments. This study contributes to the ongoing efforts to increase
adoption of achievement goal orientation that result in self-skill enhancement
through targeted and effective educational interventions.
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Citation
Ndyareeba, E., Biirah, J., Kibedi, H. K & Clay, Z. (2024). External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in Resource-Limited Environments. East African Journal of Education Studies, 7(4), 1-18. https://doi.org/10.37284/eajes.7.4.2204