Math/science self-schemas and goal orientations among female undergraduates: Building a bridge between current and future selves

This study explored the relationship between achievement goal orientations and math/science self-schema for female undergraduate students. Females ( N=102) enrolled in introductory chemistry responded to survey items assessing their math/science self-schemas (current and future self-schema) and goal orientations adopted for the course. Data were analyzed using hierarchical regression. In the first step, current self-schema was used to predict future self-schema. Second, goal orientations were added to the model to assess their contribution to the variance in future self-schema. Last, three self-schema X goal orientation interaction terms were added. Results indicated that performance approach goals positively, and performance avoid goals negatively, predicted future self-schema. Mastery approach goals positively predict future self-schema while the mastery X current self-schema interaction term negatively predicts future self-schema. The other two interaction terms were not significant.