PATHWAYS TO SUCCESS: NAVIGATING THE STRUCTURAL EQUATION MODELING OF GOALS, LEARNING STRATEGIES, AND PERCEIVED COMPETENCE IN ACADEMIC SETTINGS

Abstract

This abstract navigates the contemporary landscape of academic performance, shedding light on the intricate interplay of non-cognitive factors, with a particular focus on the pivotal role of motivation. As corroborated by recent studies, motivation emerges as a significant influencer, impacting attitudes, strategies, and efforts aimed at goal attainment for optimal academic performance (Lee & Stankov, 2013; Jiang et al., 2014). A nuanced exploration unfolds, underscoring the crucial linkage between motivation and achievement goals, as identified by Jiang et al. (2014), where achievement goals stand out as the motivational construct with the most profound impact on performance. Building on the foundation laid by previous research, this abstract delves into the intricate connections between achievement goals, perceived competence, and learning strategies. Citing studies such as Kahraman & Sungur (2013) and Prat-Sala & Redford (2010), the narrative unfolds the reciprocal relationships among these variables, emphasizing how they collectively contribute to shaping the academic trajectory of individuals. The dynamic interactions revealed by these studies underscore the complexity inherent in the motivational landscape of academic pursuit. Moreover, the abstract highlights the ripple effect of these interconnected variables on academic achievement, as corroborated by research conducted by Herrmann et al. (2017) and Soylu et al. (2017). The intertwined relationships among achievement goals, perceived competence, learning strategies, and academic achievement emerge as critical determinants of scholarly success. In conclusion, this abstract encapsulates the contemporary insights into the intricate dynamics of motivation and its cascading impact on academic performance. By synthesizing findings from diverse studies, the narrative contributes to a comprehensive understanding of the multifaceted relationships among motivation, achievement goals, and academic success.