Educational Research (ISSN:2141-5161) Vol. 2(1), pp. 771-778 January 2011        
Copyright © 2011  International Research Journals

 

Full Length Research Paper

 

Mastery and performance approach goal orientations in relation to academic self-efficacy beliefs and academic help seeking behaviors of college students in Turkey 

Gonul Sakiz

Department of Elementary Education, Ataturk Faculty of Education, Marmara University, Istanbul, TURKEY. E-mail: gonul.sakiz@marmara.edu.tr

Received 01 December, 2010; Accepted 24 January, 2011

Abstract

This study explored the associations among achievement approach goal orientations, academic self-efficacy beliefs, and academic help seeking behaviors of Turkish college students. A self-report survey was administered to 98 junior college students in a teacher training department of a major research and teaching university in Istanbul. Structural equation modeling was used for data analysis. The findings showed that mastery approach goal orientation was significantly positively associated with college students’ perceived academic self-efficacy beliefs and academic help seeking behaviors. Performance approach goal orientation, on the other hand, was not significantly related to academic self-efficacy beliefs but significantly negatively associated with students’ academic help seeking behaviors. Overall, the structural model explained 31% of the variance in academic self-efficacy beliefs and 39% of the variance in academic help seeking behaviors of college students. The practical implications and future directions along with the limitations of the study are discussed.

 

Keywords: Achievement approach goal orientations; Academic self-efficacy; Academic help seeking; College students; Teacher training.