| Peer-Reviewed

A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations

Received: 11 May 2020     Accepted: 4 June 2020     Published: 15 June 2020
Views:       Downloads:
Abstract

The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and self-efficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first- and second-year students’ reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students’ reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers’ motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement.

Published in Higher Education Research (Volume 5, Issue 4)
DOI 10.11648/j.her.20200504.12
Page(s) 118-130
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Mediational Analysis, Student Teachers’ Motivational Orientation, Colleges of Education

References
[1] Akyeampong, A. K., Pryor, J., & Ampiah, J. G. (2006). A vision of successful schooling: Ghanaian teachers’ understandings of learning, teaching and assessment. Comparative Education, 42, 155-176.
[2] Akyeampong, K., & Stephens, D. (2002). Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education. International Journal of Educational Development, 22 (3), 261-274.
[3] Anane, E. (2014). Pre-service teachers’ motivational orientations and the impact of self- regulated learning on their academic achievement: A mixed method study (Doctoral dissertation, Durham University).
[4] Anane, E. (2018). Examining the relationship between pre-service teachers' entry characteristics and their academic achievement. Journal of Educational Sciences & Psychology, 8 (1).
[5] Avalos, B. (2011). Teacher professional development and teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10-20.
[6] Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
[7] Barnett, S., & Koslowski, B. (2002). Adaptive expertise: Effects of type of experience and the level of theoretical understanding it generates. Thinking and Reasoning, 8 (4), 237-267.
[8] Beauchamp, C., & Thomas, L. (2009): Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39 (2), 175-189.
[9] Bembenutty, H. (2007, April). Pre-service teachers’ motivational beliefs and self- regulated learning. A paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, CA.
[10] Bembenutty, H. (2008). Self-regulation of learning and test anxiety. Psychology Journal, 5, 122-139.
[11] Boekaerts, M., & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54: 199-231. doi: 10.1111/j.1464-0597.2005.00205.x.
[12] Bolton, G. (2014). Reflective practice: writing and professional development, (4th ed.). London: Sage Publications Ltd.
[13] Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In Darling- Hammond, L. & Bransford, J. (Eds.). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able To Do. Jossey-Bass.
[14] Cardona, C. M. (2009) Teacher education students’ beliefs of inclusion and perceived competence to teach students with disabilities in Spain. Journal of the International Association of Special Education, 10 (1), 33-41.
[15] Claxton, G., & Carr, M. (2004). A framework for teaching learning: the dynamics of disposition. Early Years, 24 (1), 87-97.
[16] Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99 (2), 311.
[17] Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education 61 (1-2), 35-47.
[18] Darling-Hammond, L., Bransford, J. (Eds.). (2005). Preparing teachers for a changing world. San Francisco, CA: JosseyBass.
[19] Day, C. (2007, April). A passion for teaching. Public lecture: General Teaching Council for Northern Ireland, 2007. University of Nottingham, England.
[20] Dembélé, M., & Lefoka, P. (2007). Pedagogical Renewal for Quality Universal Primary Education: Overview of Trends in Sub-Saharan Africa. International Review of Education. 53, 531-553.
[21] Dembo, M. H. (2001). Learning to teach is not enough-Future teachers also need to learn how to learn. Teacher Education Quarterly, 28, 23-35.
[22] Duckworth, K., Akerman, R., McGregor, A., Salter, E., & Vorhaus, J. (2009). Self- regulation: A review of literature. (Report 33). London: Centre for Research on the Wider Benefits of Learning, Institute of Education.
[23] Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement- related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105-121). New York: Guilford.
[24] Englehart, D. S., Batchelder, H. L., Jennings, K. L., Wilkerson, J. R., Steve Lang, W., Quinn, D. (2012). Teacher dispositions: moving from assessment to improvement. The International Journal of Educational and Psychological Assessment, 9 (2), 26-44.
[25] Fenollar, P., Román, S., & Cuestas, P. J. (2007). University students’ academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77 (4), 873–891.
[26] Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: Sage.
[27] Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22 (2), 219-232.
[28] Gibbs, C. (2003). Explaining effective teaching: Self-efficacy and thought control of action. Journal of Educational Enquiry, 4 (2), 1–14.
[29] Hattie, J. (2003, October). Teachers Make a Difference: What is the research evidence? A paper presented at the annual meeting of Australian Council for Educational Research, University of Auckland.
[30] Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
[31] Hayes, A. F. (2018). Partial, conditional, and moderated moderated mediation: Quantification, inference, and interpretation. Communication Monographs, 85, 4-40.
[32] He, Q., & Tymms, P. (2014). The principal axis approach to value-added calculation. Educational Research and Evaluation, 20 (1), 25-43.
[33] Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20, 42–68.
[34] Kramarski, B., & Michalsky, T. (2009). Investigating pre-service teachers’ professional growth in self-regulated learning environments. Journal of Educational Psychology, 101 (1), 161–175.
[35] Lewin, K. M., & Stuart, J. S., (2003). Researching teacher education: New perspectives on practice, performance and policy. London: DFID Research Series 49a.
[36] McCombs, B. L. (2009). Self-regulated learning and academic achievement: A phenomenological view. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). New York, NY: Routledge.
[37] Ministry of Education. (2011). National teacher education policy: Revised draft policy. Accra.
[38] Moos, D. C., & Ringdal, A. (2012). Self-Regulated Learning in the classroom: A Literature review on the teacher’s role. Education Research International, 2012, 1-15.
[39] National Research Council. (2012). Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. National Academies Press.
[40] OECD. (2010). Educating teachers for diversity: Meeting the challenge. Paris: OECD.
[41] Paris, S. G. & Winograd, P. (2003). The role of self-regulated learning in contextual teaching: principles and practices for teacher preparation. A Commissioned paper for the U.S. Department of Education. In Center for the Improvement of Early Reading Achievement. Retrieved September 3, 2017 from http://www.ciera.org/library/archive/2001-04/0104parwin.htm.
[42] Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101, 115-135. Doi: 10.1037/a0013383.
[43] Perry, N. E., Phillips, L., & Hutchinson, L. (2006). Mentoring student teachers to support self-regulated learning. The Elementary School Journal, 106 (3), 237-254.
[44] Pinnegar, S., Mangelson, J., Reed, M., & Groves, S. (2011). Exploring pre-service teachers’ metaphor plotlines. Teaching and Teacher Education, 27 (3) 639-647.
[45] Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self- regulated learning in college students. Educational Psychology Review, 16 (4), 385-407.
[46] Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 810-813.
[47] Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior research methods, 40 (3), 879-891.
[48] Preacher, K. J., & Kelley, K. (2011). Effect size measures for mediation models: quantitative strategies for communicating indirect effects. Psychological Methods, 16 (2), 93–115.
[49] Price, A., Mansfield, C., & McConvanney, A. (2012). Considering ‘teacher resilience’ from critical discourse and labour process theory perspectives. British Journal of Sociology of Education, 33 (1), 81-95.
[50] Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106 (9), 1825-1853.
[51] Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 651-685). Orlando, FL: Academic Press.
[52] Remedios, R., & Lieberman, D. A. (2008). I liked your course because you taught me well: The influence of grades, workload, expectations and goals on students’ evaluations of teaching. British Educational Research Journal, 34 (1), 91-115.
[53] Republic of Ghana. (2002). Meeting the challenges of education in the twenty-first century: A report of the President’s committee on review of education reforms in Ghana. Accra: Adwinsa Publications.
[54] Reynolds, M. (2009). Education for inclusion, teacher education and the teacher Training agency standards. Journal of In-Service training, 27 (3), 14-28.
[55] Rice, J. K. (2003). Investing in teacher quality: A framework of estimating the cost of teacher professional development. In W. Hoy & C. Miskel (Eds.), Theory and research in educational administration (2nd ed.). Greenwich, CT: Information Age Publishing, Inc.
[56] Robson, S., Leat, D., Wall, K., & Lofthouse, R. (2012). Feedback or feed forward? Supporting Master’s students through effective assessment to enhance future learning. In Ryan, J, (ed.). Cross Cultural Teaching and Learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education, (pp. 53-69). London: Routledge.
[57] Schunk, D. H. (2008). Learning theories. An educational perspective. New Jersey: Pearson.
[58] Sharma, U., Forlin, C., Loreman, T. and Earle, C. (2006). Impact of training on pre- service teachers’ attitudes about inclusive education, concerns about inclusive education, and sentiments about persons with disabilities. International Journal of Special Education, 21 (2), 80-93.
[59] Sitzmann, T., & Ely, K. (2012). A Meta-Analysis of Self-Regulated Learning in Work- Related Training and Educational Attainment: What We Know and Where We Need to Go. Psychological Bulletin, 137 (3), 421-42.
[60] Tsui, A. B. M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and Practice, 15 (4), 421-439.
[61] UNESCO. (2011). World data on education (7th ed.). Paris: Author. Retrieved October 17, 2016 from http://www.ibe.unesco.org/IBE/2010/GP/WDE/GH.
[62] Valle, A., Cabanach, R. G., Nunez, J. C., Gonzalez-Pienda, J., Rodrguez, S., & Pineiro, I. (2003). Multiple goals, motivation and academic learning. British Journal of Educational Psychology, 73, 71-87.
[63] Vallerand, R. J. (2000). Deci and Ryan's self-determination theory: A view from the hierarchical model of intrinsic and extrinsic motivation. Psychological Inquiry, 11 (4), 312-318.
[64] van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6 (2), 95-108.
[65] Vandevelde, S., Keer, H. V., & Rosseel, Y. (2013). Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach. Contemporary Educational Psychology, 38, 407-425.
[66] Vansteenkiste, M., Lens, W. & Deci, E. L. (2006). Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation. Educational Psychologist, 41 (1), 19-31.
[67] Walker-Gleaves, C. (2009). A study of ‘caring’ academics and their work within a UK university. Unpublished doctoral thesis, The University of Leicester.
[68] Zimmerman, B. J. (2009). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives, (2nd ed.). New York, NY: Routledge.
[69] Zimmerman, B., & Schunk, D. (Eds.). (2009). Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed.). New York, NY: Routledge.
[70] Zwick, R., & Sklar, J. C. (2005). Predicting college grades and degree completion using high school grades and SAT scores: The role of student ethnicity and first language. American Educational Research Journal, 42, 439-464.
Cite This Article
  • APA Style

    Eric Anane. (2020). A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations. Higher Education Research, 5(4), 118-130. https://doi.org/10.11648/j.her.20200504.12

    Copy | Download

    ACS Style

    Eric Anane. A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations. High. Educ. Res. 2020, 5(4), 118-130. doi: 10.11648/j.her.20200504.12

    Copy | Download

    AMA Style

    Eric Anane. A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations. High Educ Res. 2020;5(4):118-130. doi: 10.11648/j.her.20200504.12

    Copy | Download

  • @article{10.11648/j.her.20200504.12,
      author = {Eric Anane},
      title = {A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations},
      journal = {Higher Education Research},
      volume = {5},
      number = {4},
      pages = {118-130},
      doi = {10.11648/j.her.20200504.12},
      url = {https://doi.org/10.11648/j.her.20200504.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20200504.12},
      abstract = {The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and self-efficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first- and second-year students’ reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students’ reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers’ motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement.},
     year = {2020}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - A Multiple Mediation Analysis of the Effect of Prior Performance on Academic Achievement Through Student Teachers’ Motivational Orientations
    AU  - Eric Anane
    Y1  - 2020/06/15
    PY  - 2020
    N1  - https://doi.org/10.11648/j.her.20200504.12
    DO  - 10.11648/j.her.20200504.12
    T2  - Higher Education Research
    JF  - Higher Education Research
    JO  - Higher Education Research
    SP  - 118
    EP  - 130
    PB  - Science Publishing Group
    SN  - 2578-935X
    UR  - https://doi.org/10.11648/j.her.20200504.12
    AB  - The study investigated the mediational effect of student teachers’ motivational orientations on the relationship between prior performance and academic achievement. This cross-sectional correlation study employed a survey approach in the collection of quantitative data. Stratified and Systematic sampling approaches were used in selecting 500 student teachers for the study. The results indicated that students ranked extrinsic motivation, value for task or course materials, and self-efficacy for learning as high motivators for learning. The independent samples t-tests for differences in means of first- and second-year students’ reported motivational orientations showed a statistically significant difference in their use of extrinsic motivation, control of learning beliefs, and task value as learning strategies. First-year students’ reported means were higher than that of the second-year students. The results from the study, taken as a set, indicated that student teachers’ motivational orientations significantly mediated the relationship between prior performance (entry aggregates) and academic achievement (GPA). Approximately 16.7% of the change in the effect of prior performance on academic achievement was due to the presence of the motivation variables. Overall, prior performance plus student teachers motivational orientations explained about 42% of the variations in their academic achievement.
    VL  - 5
    IS  - 4
    ER  - 

    Copy | Download

Author Information
  • Institute of Education, University of Cape Coast, Cape Coast, Ghana

  • Sections