Achievement Goals, Evaluation of Instructions, and Academic Performance of University Students.

Abstract

Many researchers agree that individual's achievement goal provides a framework through which a variety of cognitive and affective responses to achievement situations can be interpreted. The purpose of this study was to examine the relations of achievement goals to an evaluation of the instruction given to university students and their academic performance. Participants were 108 students of a women's university, enrolled in an educational psychology course. From the structural equation modeling, it was found that students' achievement goals differently affected their evaluations of instructions and academic performance. It was also found that the evaluation of teaching performance of the teachers influenced students' self-evaluation and academic performance.