Choosing letter grade evaluations: The interaction of students’ achievement goals and self-efficacy |
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| Authors: | Colin Wayne Leach Sergio S Queirolo Sanford DeVoe Martin Chemers |
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| Institution: | a Department of Psychology, University of California, Santa Cruz, CA 95064, USA;b Swarthmore College, USA |
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| Abstract: | We examined how achievement (learning and performance) goals and academic self-efficacy predicted three achievement-related outcomes in a college sample. Self-efficacy tended to moderate the effects of (learning and performance) goals on number of courses taken for a letter grade as well as achievement in letter graded and pass/fail courses. Thus, learning goals better predicted choosing letter grades when self-efficacy was high than when it was low. In contrast, performance goals better predicted choosing letter grades when self-efficacy was low than when it was high. Through their prediction of the choice to receive letter grades these interactions predicted achievement in pass/fail courses. In addition, achievement goals and self-efficacy directly predicted achievement in letter graded courses. |
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