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How Does Self-Efficacy Belief Mediate the Effects of Achievement Goals Orientation on Students’ Achievement: A Structural Equation Modeling Approach

This work in progress investigates the role of self-efficacy in mediating the effect of mastery and performance goals on student achievement. The role of achievement goals on academic achievement has received considerable empirical support. However, the mediating role of self-efficacy belief has not been explored within the engineering context. One hundred and seventy-one undergraduate students in the college of engineering in a public university in the United States completed questionnaires that assessed their goal orientations, and self-efficacy belief for learning and performance. The result of the structural equation modeling conducted in MPLUS shows a good fit: Chi-square = 206.76(df=95), TLI=.90, CFI=.92, RMSEA=.08, SRMR=0.06. Both performance and mastery goals significantly predicted self-efficacy for learning, and performance goal is both direct and indirect predictor of performance score through self-efficacy. The theoretical, practical implications and future direction of this study are discussed.