The Conjoint Influence of Achievement Goals on Filipino Students’ Sense of Self, Facilitating Conditions, and School Outcomes: A Personal Investment Theory Analysis

Abstract

Majority of studies that examined achievement goals utilized a variable-level approach that looked at how students’ goals influenced school outcomes. This approach ignored the possible constellation of traits within each student. The use of variable-centered approach classifies students into homogenous groups with similar profile across various dimensions of goals. From the framework of Personal Investment Theory (Maehr, 1984), the aim of this study was to investigate how different goal clusters, each characterized by distinct goal profile, relate to sense of self, facilitating conditions, engagement, and achievement. Four empirically derived achievement goal profiles emerged through cluster analysis: predominantly extrinsic (n = 143, 8.44 %), high mastery-performance-extrinsic (n = 598, 35.30 %), high multiple goals (n = 748, 44.16 %), and low goals (n = 205, 12.10 %). These clusters were compared in terms of sense of self (sense of purpose, self-reliance, positive self-concept, and negative self-concept), learning engagement (university intention, school valuing, and affect to school), facilitating conditions (teacher support, parent support, peer help, negative parent influence, negative peer influence), and achievement (chemistry achievement). MANOVA results indicated that differences exist among four clusters. Post hoc analyses indicated that the most favorable outcomes were associated with two clusters: the high multiple goals and high mastery-performance-extrinsic goal profile. Findings are discussed in relation to improving academic engagement and achievement of Filipino students.