Exploring Students’Achievement Goal Orientation, Self-Efficacy Beliefs, and Their Academic Achievement in English Language at The Secondary School Level

Abstract

Achievement goal orientation and self-efficacy beliefs are strong intrinsic 
motivational constructs that could influence students’ learning process. The study 
aimed to examine the intricate interplay and contributing effect of students’ 
achievement goal orientation and self-efficacy beliefs on their English Language 
achievement. The study adapted a predictive correlational research design. The 
sample size is made up of 660 secondary school students in Anambra State. Our 
findings showed that self-efficacy beliefs, mastery-approach, performance
approach, and performance-avoidance uniquely predicted students’ academic 
achievement. Also, the clusters of achievement goal orientation and self-efficacy 
beliefs jointly predicted students’ academic achievement. Based on the 
contributions of achievement goal orientation and self-efficacy beliefs in 
predicting students’ academic achievement, teachers should encourage students 
to develop a high level of intrinsic motivational beliefs to record achievement 
success.