A MIMIC model examining the relationships among perceived teachers’ goals, achievement-goal orientations, self-efficacy, and their effects on strategies in writing

Abstract

Abstract Achievement Goal Theory is an approach that interprets academic attitude and behavior toward the learning process in an academic environment. The current study explores the relationships among perceived teachers' goals, achievement-goal orientations, self-efficacy, and their effects on cognitive and metacognitive strategies in writing. The participants (N = 2049) were students in secondary junior and senior high school, completed self-report questionnaires (Greek version of Patterns of Adaptive Learning Scale) measuring achievement goal orientations, perceived teachers' goals, self-efficacy, cognitive and metacognitive strategies in writing (Baker & Boonkit). Structural equation modeling was applied, specifically, a multiple-indicator multiple-cause model, to examine the relationship among the variables under study. The findings from the current research highlight the crucial role of goal orientations, especially mastery goals. Mastery, performance-approach goals and self-efficacy directly predict writing strategies. On the other hand, the perceived teacher goals predict student goal orientations, and specifically, perceived mastery teachers' goals predict students' mastery goals and self-efficacy and, interestingly, predict writing strategies. Perceived performance teachers' goals predict both types of students' performance goals, while the perceived performance avoidance teachers' goals are negatively associated with self-efficacy. The findings are interpretable and consistent with previous reports in the literature, contributing to both theory development and practical implications.