A 2x2 achievement goals orientations model in the light of some variables among postgraduate students

Abstract

The aim of this research is to determine the prevalence of achievement goal orientations among university postgraduate students, how these orientations correlate with their grades, and how they vary based on age, gender, and stage of study. A quantitative descriptive approach was employed, surveying 320 postgraduate students from King Saud University's College of Education. The findings revealed that students had a very high mastery approach orientation, whereas their performance avoidance, performance approach, and mastery avoidance orientations were moderate. There was no significant relationship between academic achievement and performance approach orientation. However, a positive correlation was found between mastery approach orientation and academic achievement, while performance avoidance and mastery avoidance orientations showed significant negative correlations with academic achievement. The study also found that performance approach and performance avoidance orientations did not significantly differ by study stage. Conversely, significant differences were observed in the mastery approach and mastery avoidance orientations, with Ph.D. students demonstrating a higher mastery approach orientation but M.A. students demonstrating a higher mastery avoidance orientation. Male students exhibited higher performance approach and performance avoidance orientations compared to female students, although no gender differences were observed in mastery approach and mastery avoidance orientations. Additionally, older students performed better in performance avoidance orientation when the results were analyzed by age.