Influence of Self-Efficacy and Goal Orientation on Academic Achievements among Chinese Junior Middle School Students

Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9).
Adams, S. O., Onwadi, R. U., & Jason, U. I. (2021). Effect of inductive and deductive teaching methods on students’ performance in basic science among junior secondary schools students: A gender study. American Journal of Education and Information Technology, 5(1), 27-36.
Ahmed, I., & Ishtiaq, S. (2021). Reliability and Validity: Importance in medical research. Methods, 12(1), 2401-2406.
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214-222.
Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519-535.
Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61, 101864.
Bandura, A., & Wessels, S. (1994). Self-efficacy (Vol. 4, pp. 71-81). na.
Barbosa, A., Whiting, S., Simmonds, P., Scotini Moreno, R., Mendes, R., & Breda, J. (2020). Physical activity and academic achievement: an umbrella review. International Journal of Environmental Research and Public Health, 17(16), 5972.
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using Augmented Reality on students’ self?efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251.
Chongqing Municipal Bureau of Statistics & Chongqing Survey Team of National Bureau of Statistics. (2023). 2022 Chongqing Economic and Social Development Statistical Bulletin. Retrieved from
https://tjj.cq.gov.cn/zwgk_233/fdzdgknr/tjxx/sjzl_55471/tjgb_55472/202303/t20230317_11775723.html
Flashman, J. (2012). Academic achievement and its impact on friend dynamics. Sociology of education, 85(1), 61-80.
Gegenfurtner, A., & Hagenauer, G. (2013). Achievement goals and achievement goal orientations in education. International Journal of Educational Research, 61, 1-4.
Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC medical education, 20(1), 1-11.
Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic achievement, self-concept, personality and emotional intelligence in primary education. Analysis by gender and cultural group. Frontiers in psychology, 10, 3075.
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897.
Hu, L., He, S., Luo, Y., Su, S., Xin, J., & Weng, M. (2020). A social-media-based approach to assessing the effectiveness of equitable housing policy in mitigating education accessibility induced social inequalities in Shanghai, China. Land Use Policy, 94, 104513.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?. Learning and individual differences, 25, 67-72.
Li, J., Shi, Z., & Xue, E. (2020). The problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives. International Journal of Educational Research, 99, 101496.
Li, Q. L., Zhao, J. Y., Tian, J., Sun, T., Zhao, C. X., Guo, H. C., ... & Zhang, S. E. (2021). The association among achievement goal orientations, academic performance, and academic well-being among Chinese medical students: A cross-sectional study. Frontiers in Psychology, 12, 694019.
Liu, J., Lee, M., & Gershenson, S. (2021). The short-and long-run impacts of secondary school absences. Journal of Public Economics, 199, 104441.
Madigan, D. J., & Curran, T. (2021). Does burnout affect academic achievement? A meta-analysis of over 100,000 students. Educational Psychology Review, 33, 387-405.
Putarek, V., & Pavlin-Bernardi?, N. (2020). The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. European Journal of Psychology of Education, 35(3), 647-671.
Rahman, M. M., Tabash, M. I., Salamzadeh, A., Abduli, S., & Rahaman, M. S. (2022). Sampling techniques (probability) for quantitative social science researchers: a conceptual guidelines with examples. Seeu Review, 17(1), 42-51.
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. econometrica, 73(2), 417-458.
Shrestha, N. (2021). Factor analysis as a tool for survey analysis. American Journal of Applied Mathematics and Statistics, 9(1), 4-11.
Sommet, N., & Elliot, A. J. (2017). Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? Journal of Educational Psychology, 109(8), 1141-1162.
Teng, M. F., Wang, C., & Zhang, L. J. (2022). Assessing self-regulatory writing strategies and their predictive effects on young EFL learners’ writing performance. Assessing Writing, 51, 100573.
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976.
Thomas, L. (2020). An introduction to simple random sampling. Retrieved December, 4, 2020.
Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school. Learning and individual differences, 79, 101854.
VandeWalle, D. (1997). Development and validation of a work domain goal orientation instrument. Educational and psychological measurement, 57(6), 995-1015.
Walker, B. J. (2003). The cultivation of student self-efficacy in reading and writing. Reading &Writing Quarterly, 19(2), 173-187.
Was, C. A. (2006). Academic achievement goal orientation: Taking another look.
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online, 25(1), 1742964.
Xu, D., & Wu, X. (2022). Separate and unequal: hukou, school segregation, and educational inequality in urban China. Chinese Sociological Review, 54(5), 433-457.

(Zou & Mustakim, 2024)
Zou, Y. X., & Mustakim, S. S. B. (2024). Influence of Self-Efficacy and Goal Orientation on Academic Achievements among Chinese Junior Middle School Students. International Journal of Academic Research in Business and Social Sciences, 13(3), 1241–1256.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode