| Expectancy-values theory and goal orientation theory are two important approaches to study achievement motivation. Based on these two theories, a correlational study was carried out to examine: (1) factors of task values and beliefs, (2) the relationship between these factors and achievement goal orientations in a group of Chinese-American elementary students. Ninety-seven students aged 7 to 11 from three schools in suburban Los Angeles participated. Seven variables were analyzed. These include four variables of task values and beliefs: intrinsic values (interest), utility, perceived ability, and effort required; and three variables of goal orientations: mastery, performance-approach, and performance-avoidance goals.; Considerable differences were found in task values and beliefs and how these values and beliefs influenced the adoption of achievement goal orientations within this group of Chinese-American students. Using Exploratory Factor Analysis (EFA), the three-factor task values model (interest, importance, and utility) demonstrated by previous research studies was not found to fit this sample population. Only interest and utility were found. Only effort required was found to be a factor among the two beliefs components. Perceived difficulty was not found to be a significant factor. With regard to the relationships between task values and beliefs and goal orientations, interest was not found to have any predictive values on any of the achievement goal orientations. But utility predicted them all. Likewise, perceived ability did not predict any of the goals. Moreover, contrary to previous goal orientations findings, zero-order correlations showed that the three goals orientations were significantly correlated. Implication for theories and practices were discussed. |
