The Mediating Role of Task Value in Relationship between Self-Efficacy and Approach Goals Orientations in Science

Abstract views: 197 / PDF downloads: 62


  • Pelin METE



Task value, approach goal orientations, self-efficacy, mediating role, science


The current study aims to investigate whether there is a meaningful effect of self-efficacy and task value on the achievement approach goals in learning science. In line with this purpose, a correlational method was used in the current study. The participants of this study were 310 middle school students from six public schools (close to each other in terms of socio-economic level and opportunities) in different districts of Erzurum in Turkey. Data were collected through two previously validated instruments: The Achievement Goal Questionnaire and The Motivated Strategies for Learning Questionnaire (self-efficacy and task value subscales). The Achievement Goal Questionnaire was used to determine the students' approach goal orientations (mastery-approach and performance-approach) and The Motivated Strategies for Learning Questionnaire scale was used to assess the students’ task value and self-efficacy perceptions. The data obtained were analyzed in two parts. In the first part, SPSS is used for descriptive statistics about variables. The structural Equation Model was used to test the proposed model in the second part. The results of the study have shown that self-efficacy and task value influence the level of students’ mastery and performance approach goals. Besides, task value has a partial mediating effect on the relationship between self-efficacy and achievement approach goals. The results of the study were discussed according to the relevant literature.

Author Biography

Pelin METE

Corresponding Author: Pelin Mete,

Pelin METE


• Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

• Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student’s learning strategies and motivation processes. Journal of Educational Psychology, 80 (3), 260–267.

• Aydın, S , Yerdelen, S . (2015). An ınvestigation of the relation of high school students' metacognitive strategy use in biology to achievement goal orientation and self-efficacy, Mersin University Journal of the Faculty of Education, 11 (3), 781-792. 10.17860/efd.15845

• Badiee, H., Babakhani, N., & Hashemian, K. (2014). The Explanation of structural model of academic achievement based on perception of classroom structure and use of motivational strategies in middle schools of Tehran. Procedia-Social and Behavioral Sciences, 116, 397-402 .

• Bandura, A. (1993). Perceived self-efficacy in cognitive development an functioning. Educational Psychologist, 28(2), 117-148.

• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review,84. 191-215.

• Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173.

• Bong, M. (2001). Between-and within-domain relations of academic motivation among middle and high school students: self-efficacy, task-value, and achievement goals. Journal of Educational Psychology, 93(1),23-34

• Bong, M. (2004). Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs. The Journal of Educational Research, 97(6), 287-297.

• Caffaro, F., Ferraris, F., & Schmidt, S. (2014). Gender differences in the perception of honour killing in individualist versus collectivistic cultures: Comparison between Italy and Turkey. Sex Roles, 71(9-10), 296-318. doi: 10.1007/s1119.

• Caraway, K., Tucker, C.M., Reinke, W.M., & Hall, C. (2003). Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students. Psychology in the Schools, 40(4), 417-427.

• Chiou, J. (2001). Horizontal and vertical ındividualism and collectivism among college students in the United States, Taiwan, and Argentina. The Journal of Social Psychology, 141(5), 667-678.

• Cole, J.S., Denzine, & G.M. (2004). I’m not doing as well in this class as I’d like to: Exploring achievement motivation and personality. Journal of College Reading and Learning, 34(2), 29-44.

• Eaton, M., & Dembo, M. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89, 433–440.

• Eccles, J.S. & Wigfield A. (1995). In the mind of the actor: the structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225.

• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.

• Elliot, A.J.& Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232.

• Elliot, A., J.,& Mcgregor, H., A. (2001). A 2*2 Achievement goal framework. Journal of Personality and Social Psycology, 80, 50-519. doi:10.1037//022-3514.80.3.501

• Elliot, A. J., Chirkov, V. I., Kim, Y., & Sheldon, K. M. (2001). A cross-cultural analysis of avoidance (relative to approach) personal goals. Psychological Science, 12(6), 505-510.

• Feyzioğlu, B. (2019) The role of inquiry-based self-efficacy, achievement goal orientation, and learning strategies on secondary-school students’ inquiry skills, Research in Science & Technological Education, 37(3), 366-392.

• Fraenkel, J. R., & Wallen, N. E. (2006). How to Design and Evaluate Research in Education. McGrawhill, Inc.

• Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education 17, 819–836.

• Hsieh, P., Sullivan, J.R.& Guerra, N.S. (2007). A closer look at college students : Self efficacy and goal orientation. Journal of Advanced Academia, 18, 454-476.

• Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398-416.

• Jacobs, J.E., Lanza, S., Osgood, D.W., Eccles, J.S., & Wigfield, A. (2002). Changes in children’s self-competence and values: gender and domain differences across grades one through twelve. Child Development, 73(2), 509-527.

• Kahraman, N., & Sungur, S. (2013). Antecedents and Consequences of Middle School Students’ Achievement Goals in Science. Asia-Pacific Education Research, 22(1), 45-60.

• Lee, J. A. (2009). Teachers’ sense of efficacy in teaching English, perceived English language proficiency, and attitudes toward the English language: A case of Korean public elementary school teachers. Unpublished doctorate thesis. Ohio State University Department of Philosophy.

• Liem, A., D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512.

• Linnenbrink, E.A. & Pintrich P.R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119-137.

• Meece, J.L., Wigfield, A., & Eccles, J.S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70.

• Miller, R.B., & Brickman, S.A. . (2004). A model of future oriented motivation and self-regulation. Educational Psychology Review, 16, 9-33. Retrieved from

• Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193.

• Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25(4), 406-422.

• Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41(2), 116-125.

• Pamuk, S., & Elmas, R. (2015). Prediction of Metacognitive Self-Regulation with Self-Efficacy and Achievement Goals: Example on Afyon Province. Amasya Education Journal, 4(2), 175-189.

• Philips, J.M., & Gully, S.M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the selfl-efficacy and goal-setting process. Journal of Applied Psychology, 82(5), 792-802.

• Printrich, P.,,R.& Schunk, D., H. (2002). Motivation in education: theory, research and applications. Merrill Prentice Hall.

• Senler, B., & Sungur, S. (2009). Parental influences on students' self-concept, task value beliefs, and achievement in science. The Spanish Journal of Psychology, 12(1), 106-117.

• Sungur, S. & Senler, B. (2008). An analysis of Turkish high school students’ metacognition and motivation. Educational Research and Evaluation, 15(1), 45-62.

• Shim, S., & Ryan, A. (2005). Changes in self efficacy, challenge avoidance, and intrinsic value in response to grades: The role of achievement goals. The Journal of Experimental Education, 73(4), 333-349.

• Şimşek, Ö.,F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve Lısrel Uygulamaları. Ankara: Ekinoks.

• Triandis, H. C. (2001). Individualism-collectivism and personality. Journal of Personality, 69(6), 907-924.

• Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental review, 12(3), 265-310.

• Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.

• Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211–238.

• Xiang, P., McBride, R., & Bruene, A. (2004). Fourth graders’ motivation in an elementary physical education running program. The Elementary School Journal, 104, 253–266.

• You, J. W. (2018). Testing the three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning among Korean college students. Higher Education, 76(5), 921-935.




How to Cite

METE, P. (2022). The Mediating Role of Task Value in Relationship between Self-Efficacy and Approach Goals Orientations in Science. International Journal of Contemporary Educational Research, 8(2), 57–67.