CHAPTER II

REVIEW OF RELATED LITERATURE

Presented in this chapter are related studies which concerns the

students goal orientation and their academic motivation, gathered from
online journal resources used by the researchers who was seeking of this
paper as a guide in order to have more accurate studies. This Related
Literature helped the researchers to have a better understanding and a wider
perspective on the topic gathered.

Students' Goal Orientation

According to Woolfort & Hoy, (2004), goal orientation refers to students'

reasons for engaging in various achievement behaviors in a particular
situation. Is use as the independent variable of the research.

McGregor, (2001). Are related studies which concerns the students goal
orientation and their academic. Gathered from studying journal resources
used by the researcher who was seeking of this paper as a guide in order to
have more accurate studies. This related literature helped the researcher to
have a better understanding and a wider perspective on the topic gathered.

According to Woolfort & Hoy, (2004). Goal orientation refers to students'

reasons for engaging in various achievement behaviors in a particular
situation. These reasons may be to leam fa mastery orientation to do better
than others a performance-approach orientations or to avoid failure fa
performance-avoidance orientation occurs in the learning field. Although
plenty of motivational theories talk about the role of learning Motivation in
examining student's belief on success, goal orientation theory focuses on the
reasons why students need to engage thoroughly in their learning.

Dweck, (2001). Goal orientation refers to students' reasons for engaging

in various achievement behaviors in a particular situation. These reasons
may be to learn a mastery orientation, to do better than others or to avoid
failure a goal orientation. Students goals are concerned less about learning
and more about how they compare to others in achievement settings and
protecting their self-image. Students' effort focuses on doing what they need
in order to gain recognition, get rewards and appear intelligent Motivation is
a condition that activates and sustains behavior toward a goal. Goal
orientation refers to individual differences in goal preferences within
achievement settings and depends on personal values, needs, and beliefs.
This wide People who are goal-oriented are driven and motivated by purpose.
Also known as being task-driven or results-driven, someone who is goal-
oriented uses targets to stay motivated in their work.

Anderman, (2015). Goal orientation theory is a social cognitive theory

ofachievement motivation that originated in the early 20th century. Students'
achievement goal orientations are often conceived to be dependent on
theinteraction of contextual and individual factors. Goal orientation theory
talks about two types of goals in terms oflengthiness: core motivations in
performing school activities by showing task- oriented goals. However, poor-
performing students are related with holding a negative or low self-concept
and being clearly ego-oriented and having purely extrinsic motivations.

Academic Motivation

Academic motivation according to Dogan, (2005), academic motivation

refers to the internal and/or external forces that initiate, direct, intensify, and
sustain behavior related to learning and education. Is utilized as the
dependent variable of the study.

According to Dogan, (2005). Academic motivation refers to the internal

and/or external forces that initiate, direct, intensify, and sustain behavior
related to learning and education. It is considered a crucial factor in the
educational process, particularly in higher education, and is linked to
emotional processes and learning outcomes Academic motivation can be
influenced by various factors, such as personal growth. achievement, self-
respect, and self-efficacy. It plays a significant role in determining students'
engagement, perseverance, and subjective evaluation of their own
competence.

Urdan et al., (2013). Academic motivation can be enhanced through the

implementation of effective teaching strategies. The use of computer
technologies, and the creation of conditions that encourage student
participation. Understanding and addressing acadernic motivation is
essential for the success of the learning process and the development of
competent professionals in modern higher Additional to pillow, (2008).
Academic motivation refers to the cause of behavio that are in some way
related to academic functioning and success, such as how much effort
students put forth, how effectively they regulate their work which endeavors
they choose to pursue, and how persistent they are when faced.

Deci, (2015). Academic motivation theory refers to the study of the

factors that influence students' drive to learn and succeed in their academic
pursuits. It explores the psychological, social, and environmental factors that
contribute to students' motivation to engage in educational activities.

Diperna & Elliott, (2004). Academic motivation refers to the internal

and/or external forces that initiate, direct, intensify, and sustain behavior
related to learning and education. It is considered a crucial factor in the
educational process, particularly in higher education, and is linked to
emotional processes and learning outcomes Academic motivation is a
student's desire regarding academic subjects when the student's
competence is judged against a standard of performance or excellence.
Acadernic motivation refers to the drive, desire, and enthusiasm that
students have for learning and achieving academic success. It encompasses
both intrinsic motivation that comes from within one-self.

Accordingly, and in line with Caballero et al., (2006). Neat Pomp studies
are needed that extend the understanding of and knowledge about the
interrelation linking the different psychological constructs of students'
academic life, such as school motivation, goal orientations and school
performance in the interest of students' personal and academic development
in education centers. Therefore, the objective of the present study is to
center on analyzing the relation linking school motivation, goal orientations
and academic performance in a sample of adolescent students. The students
with high prevalences of intrinsic motivations in their academic lives are
positively related to task-oriented goals and to academic performance, and
follow a more adaptive course of actions than those students who obtain
higher levels of extrinsic motivation, related positively with ego-oriented
goals, and negatively with both academic performance and school
motivation in a less adaptive course of actions Moreover, intrinsic motivation
variables, task-oriented goals and amotivation would predict the academic
performance of the adolescent students recruited for this study

Student Goal Orientation and their Academic Motivation

As stated by Dweck, (2010), students' goal orientations significantly

impact their academic motivation and engagement. Those with a mastery
goal orientation, who focus on learning and understanding the material, tend
to exhibit higher levels of intrinsic motivation and academic engagement. In
contrastof the study of Elliot and mcGregor (2001), a performance-approach
goal orientation, where students aim to demonstrate their abilities relative to
others, can lead to high academic performance but may also increase
anxiety and stress. According to Elliot & Church (2007) Performance-
avoidance goal orientation, characterized by striving to avoid looking
incompetent, often results in lower academic motivation and engagement.

According Bandura, (2010), mastery-oriented students are more likely to

persist in the face of academic challenges compared to their performance-
oriented peers. Furthermore, students with high self-efficacy are more
inclined to adopt a mastery goal orientation, thereby enhancing their
academic motivation and achievement. The type of feedback students
receive also plays a crucial role; positive feedback and constructive criticism
can foster a mastery goal orientation, increasing students' intrinsic
motivation and willingness to tackle difficult tasks as stated by Hattie &
Timperley, (2007).

Kaplan & maehr, (2007), teachers significantly influence goal orientations

by emphasizing learning and improvement rather than competition and
grades, which can promote a mastery goal orientation and boost academic
motivation.

According to Ryan, Aimee (2008), similarly, peer groups that value

learning and understanding can positively influence students' goal
orientations towards mastery, thereby enhancing their academic motivation.
A supportive and challenging classroom environment that encourages risk-
taking and learning from mistakes also fosters a mastery goal orientation,
improving academic motivation. Aditionaly according to Maehr & Midgley,
(2010), in the long term, adopting a mastery goal orientation is associated
with continued academic interest, lifelong learning, and resilience in the face
of academic setbacks.

The reviewed literature emphasizes that students' goal orientations play a

crucial role in shaping their academic motivation and engagement. A
mastery goal orientation, focused on learning and understanding, is
associated with higher intrinsic motivation, persistence, and long-term
academic success, fostering resilience and a lifelong interest in learning. In
contrast, a performance-approach orientation, while potentially leading to
high academic performance, can increase anxiety and stress, and a
performance-avoidance orientation is linked to lower motivation and
engagement. High self-efficacy is closely tied to adopting a mastery
orientation, which enhances academic achievement. The type of feedback,
along with the influence of teachers and peer groups, significantly impacts
students' goal orientations. Positive feedback and a supportive, challenge-
rich environment that prioritizes learning over competition are key to
promoting mastery goals, ultimately leading to sustained academic
motivation and success.

The reviewed studies emphasize the significance of goal orientation in

influencing students' academic behaviors and motivations. Goal orientation
is described as the underlying reasons for students' engagement in
achievement-related activities, which can be categorized into mastery,
performance-approach, and performance-avoidance orientations. These
orientations are closely connected to academic performance and are shaped
by a combination of individual and contextual factors. The research
collectively provides a comprehensive understanding of how goal orientation
drives students' engagement in learning, offering valuable insights for
further exploration in the field of academic motivation.

The reviewed literature emphasizes the critical role of academic motivation

in shaping students' learning behaviors and educational outcomes. Academic
motivation is defined as the internal and external forces that drive and
sustain behavior related to learning, significantly influencing students'
engagement, perseverance, and self-assessment of competence. The
literature identifies various factors that impact academic motivation, such as
personal growth, achievement, self-respect, and self-efficacy. Effective
teaching strategies, the use of technology, and creating participatory
environments are noted as key methods to enhance academic motivation.
Additionally, the studies highlight the interplay between academic
motivation, goal orientations, and academic performance. Students with high
intrinsic motivation are more likely to pursue task-oriented goals and achieve
better academic outcomes, following a more adaptive path. In contrast,
those driven by extrinsic motivations tend to align with ego-oriented goals,
which can negatively affect their academic performance and motivation.
These insights underscore the importance of understanding and fostering
academic motivation to support students' personal and academic
development.