- Email: [email protected]
Mastery Goals, Performance Goals, Students’ Beliefs and Academic Success: Metacognition as a Mediator
Available online at www.sciencedirect.com
Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
WCES 2012
success: metacognition as a mediator Fariba Mirzaei a *, Fatin Aliah Ph ng a, Seth Sulaiman a , Hamidreza Kashefi b , Zaleha Ismail a a
Department of Science and Mathematics Education, Faculty of Education, Universiti Teknologi Malaysia (UTM), 81310 Johor, Malaysia b Regional Centre for Engineering Education, Universiti Teknologi Malaysia (UTM), 81310 Johor, Malaysia
Abstract This paper aims at examining the relationship between achievement goals- mastery and performance goals, metacognition, the physics students in University Technology Malaysia (UTM). Regression analysis indicates that metacognition is a full mediator between mastery goals are not mediate between mastery goals and academic success. Results of this study can be used to modify the present teaching techniques for physics undergraduate students to meet their learning needs. 2012Published PublishedbybyElsevier Elsevier Ltd. © 2012 Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu Keywords: Academic Success,
1. Introduction According to Hongsa-ngiam (2006), the students would often see physics as a very tough, vague and mainly mathematical subject. Since such negative views occurred, students tend to lose interest on the subject, thus, they would often receive poor marks in physics. In addition, to make matter worse, class grades usually determine the academic success of the students (Coutinho, 2007). The relationships between academic performance and other variables have always been a subject of interest of many researchers in the field of educational psychology Recently, achievement goals aid in the understanding of the students motivation and other achievement-related behaviors in the classroom environment (Ames, 1992; Dweck & Leggett, 1988; Wolters, 1998; Somuncuoglu, 1999). According to Mattern (2005), based on the achievement goals theory, students tend to have different purposes when they are involved in academic activities. There are two most important types of achievement goals namely mastery goals and performance goals (Dweck, 1988). Mastery goals focus on the topic, thus it will result in the students being able to understand the materials in depth (Somuncuoglu & Yildirim, 1999). On the other hand, grades or when they tend performance goals are more concerned with the to avoid the appearance of failure and inability (Dweck, 1988). According to Elliot (1999), performance goals were related to grades, but correlate less on the beneficial strategies and the deep learning.
* Fariba Mirzaei. Tel.: +6-014-238-7 E-mail address: [email protected]
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi:10.1016/j.sbspro.2012.06.113
3604
Fariba Mirzaei et al. / Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
According to Flavell (1979), metacognition, which is defined as , has an important role in the student learning. Metacognition can predict the academic performance strongly, thus metacognition is directly correlated with academic success. Therefore, students with good metacognition will have good GPAs (Coutinho, 2007). perception on the knowledge and the learning of a subject tends to affect on how they approach the The materials and the things that they have learnt (Hammer, 2000). Success in physics courses is often affected by the can also serve as a factor in influencing the students whether to keep on beliefs of the students. learning or to drop the physics subject. Thus, the aim of the teaching practices is to positively impact on the student beliefs about physics. Many studies have been conducted in order to look into the views of the undergraduate students on physics when they enrol in their first course, and how their beliefs and attitudes change afterwards (Alhadlaq, 2009). Finding the relationship between students beliefs and the learning of physics can play an for academic success. import In an earlier study, Countinho (2007) examined the relationship of whether goals and academic success is mediated by metacognition. Many researchers have also studi about physics and learning physics and its relation with other variables such as self-reported and problem based learning (Perkins et al., 2005; Alhadlaq et al., 2009; Sahin, 2009). In addition, the relationships between academic performance and other variable are the interest of many researchers. Achievement goals and metacognition are the essential factors in supporting the students to learn better and to help them to apply the acquired knowledge in academic and non- academic settings, thus, determining their academic success (Countinho, 2007). This research investigates the relationships between achievement goals (mastery goals and performance goals), metacognition students beliefs and academic success for physics students. It is based on the determination of metacognition and students beliefs as mediators between goals and academic success (see Figure 1). Academic success in this research refers to academic performance that is being assessed in Malaysia by Cumulative Grade Point Average (CGPA).
Figure 1. Relationship between achievement goals, metacognition, beliefs, and academic success
2. Method The sample of this research consists of 195 Physics majored undergraduates (137 female and 58 male) in UTM. Participants completed a survey comprising a goal orientation scale, a metacognition measure, beliefs measure and a college CGPA. The survey comprised three sections. demographics sheet. The survey also asked for the The first section was the 17-item of Goals Inventory (Roedel et al., 1994). This survey contains 12 items to assess the mastery goals and 5 items to assess the performance goals. The students responded to each item on a 7- point scale ranging from strongly disagree (1) to strongly agree (7). This scale has been widely used in the literature and has been proven to provide good reliability and validity in assessing goals. The second section contains 52-items on Metacognitive Awareness Inventory (Schraw & Dennison, 1994). This is a lengthy and comprehensive scale used in
Fariba Mirzaei et al. / Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
3605
assessing various aspects of metacognition. In addition, it provides good reliability and validity in the assessment of metacognition because it effectively covers various aspects of metacognition in-depth. It can also be implemented in order to obtain scores for the individual areas of metacognition, namely planning, monitoring, comprehension, and many more. This questionnaire also uses a 7-point Likert rating, from strongly disagrees (1) to strongly agree (7), to gauge on the The third section was the Colorado Learning Attitudes about Science Survey (CLASS) that is an instrument designed to determine on the student beliefs about physics and their learning of physics. It was developed at the University of Colorado (Adams et al., 2006). CLASS continues on the previous work by inquiring additional aspects of the student beliefs and by selecting appropriate wording suitable to cater for the students in a wide variety of physics courses. It consists of 42 items that test on various categories, namely real world connection, conceptual understanding and problem solving. A 5-point Likert scale rating from strongly disagrees to strongly agree is used in the items. 3. Results The relationship between an independent variable and a dependent variable can be explained by a mediator variable in several ways (Baron & Kenny, 1986; Holmbeck, 1997; Jose, 2008). According to Jose (2008), a full mediation relationship occurs when the resulting independent variable on a dependent variable beta weight falls to non-significance, in conjunction with a significant t-score. This means that ratios of above 50% can be obtained from a full mediation. On the other hand, a partial mediation relationship occurs when the independent variable on a dependent variable beta weight is still large, in conjunction with a significant t-score. relationship happens when . 3.1. Testing Metacognition as a Mediator For testing mediation, according to Jose (2008), an online MedGraph programme is used to compute the correlations and regressions, and to transfer the information to the MedGraph. All variables are required to be significantly correlated for mediation to be examined. The correlation analysis is computed between mastery goals, performance goals, metacognition, and academic success. Correlations demonstrate the degree to which one set of scores change with another set of scores (Countinho, 2007). For mastery goals and metacognition, the two-tailed significance or probability level was .000, so there was a significant positive relationship between them (r = 0.70, df =190, p < 0.05). The two-tailed significance .000 also revealed that there was a significant positive relationship between performance goals and metacognition (r = 0.414, df = 189, p < 0.05). This shows that if the students have a good metacognition, they may also possess strong mastery goals. On the other hand, if the students possess good performance goals, it does not necessarily mean that they will they have good metacognition. For mastery goals and academic success, there was a significant positive relationship between them (r = 0.362, df = 190, p < 0.05). The probability level was .000, so the correlation was statistically significant. Mastery goals had a modest correlation with CGPA (r = .362, p < .05); however, performance goals did not correlate significantly with CGPA (r = .129, p = .075). This means that students with strong mastery goals will also have good CGPAs but we cannot say anything about the students CGPA in associated with strong or weak performance goals. Since the twotailed significance was 0.075, there was no significant relationship between performance goals and academic success (r = 0.129, df = 189, p = 0.075). Metacognition had a modest correlation with CGPA (r = .43, p < .05) that means students with good metacognition may have good CGPAs. Due to the probability level of metacognition and academic success was .000, thus, there was a significant positive relationship between them (r = 0.430, df = 193, p < 0.05). Based on these results and the existence of significant relationship among the variables as compulsory conditions for the mediation relationship, only the mastery goals, metacognition and CGPA have these conditions and can be tested. The next analysis conducted was a regression analysis that follows significant correlations. Regression analyses are implemented in order to determine the extent to which CGPA can be predicted from mastery goals,
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Fariba Mirzaei et al. / Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
metacognition and performance goals. It means that, regression analyses indicate the mediation effects of metacognition in the relationship between achievement goals and academic success. The relationship between mastery and CGPA is significant, which means that the mastery goals have significant condition for mediating the relationship of metacognition. The first set of mediation analyses were used for determining the mastery goals. Mastery goals were positively related to metacognition, F (1, 190) = 182.247, p < .005, B (unstandardized regression coefficient) = .597, se (standard error) = .044. The relationship between mastery goals and metacognition was still significant with CGPA in the equation, F (2, 189) = 21.675, p < .05, metacognition (B=.186, s p and so there was no mediation. Based on last results from the online MedGraph programme, the indirect effect of mastery goals on CGPA was .231 and its direct effect was .131. The total effect coefficient was .362. The model also indicated 63.8% (.231 /.362) of the effect of mastery goals on CGPA that was mediated through metacognition. Additionally, 36.2% (.131/.362) was the direct effect of mastery goals on CGPA when metacognition is controlled. The result indicated that the indirect effect p value was 0.000543, which was less than .05. In another words, there was a significant indirect effect of mastery goals on CGPA via metacognition at the alpha value of .05. This means that there was no significant relationship between metacognition as mediator, and mastery goals and academic success. As mentioned -value is significant (P=0.000543), and the beta weight for the previously, basic relationship (mastery goals to metacognition) becomes noneffect of mastery goals on CGPA is above 50% then metacognition is full mediation (63.8%). Therefore, there is full support for mediating role of metacognition between master goals and academic success. Figure 2 shows the type of -value for metacognition. mediation, the significance level,
Figure 2. Output of the MedGraph Program for mediating role of metacognition
3.2. Testing Beliefs as a Mediator As mentioned before, the correlation among the variables must be significant and it is one of the conditions for mediation between two variables. The relationship between beliefs as a mediator variable and CGPA as a dependent variable was not significant (r = 0.107, D = 192, p = 0.138). Therefore, beliefs cannot play a role of mediator between mastery goals and CGPA. success, similar to testing metacognition as a mediator, we used an online medgraph (Jose, 2008). The Figure 3 -value for metacognition. shows the type of mediation, the significance level,
Fariba Mirzaei et al. / Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
3607
Figure 3. Output of the MedGraph Program for mediating role of beliefs
4. Conclusion This study showed the relationship between achievement goals (mastery goals and performance goals), and academic success. It also determined that the metacognition of the physics metacognition, students is a full mediator between mastery goals and academic success. The first step was the testing of the significant relationship among these variables as first conditions of the meditation relationship. Analysis of the results revealed that the mastery goals modestly correlated positively with academic success, whereas performance goals had small correlation with CGPA. This proves that students with strong mastery goals will also obtain good CGPAs. In contrast, strong or weak performance goals cannot be used to determine anything about CGPA. In addition, metacognition has a modest correlation with CGPA, which means that students who possess good metacognition may or may not achieve good CGPA. Based on these results, the mastery goals, metacognition, and CGPA had the first condition for metacognition to be a mediator between mastery goals and CGPA. The next step was testing the effect of mastery goals on CGPA, which was mediated through metacognition by using online Medgraph. Based on the findings, the metacognition of the physics students was a full mediator between mastery goals and academic success. The mastery goals have large positive correlation with metacognition while performance goals have a medium positive correlation with metacognition. This indicates that students who acquire good metacognition will also have strong mastery goals; however, if the students have performance goals, it does not indicate that they will also possess good metacognition. Therefore, the result of this study indicates that metacognition have a fully mediated relationship between mastery goals and academic success. This proves that using metacognition will have a positive effect on CGPA. Findings of this study corroborated with the results of the study by Coutinho (2007), where metacognition was found to be a mediator between mastery goals and academic success. The results obtained from this study are expected to be useful to support academic success of physics students by developing their metacognitive skills and furthermore, resulted in a reliable and well developed Metacognitive. Inventory can also be used as an additional admission into Faculty of Science UTM and can also serve as a criterion for the selection of the benchmark for new potential physics students to enter the university with high probability of success. ere a non mediator between This study is also indicated by online Medgraph, in which the mastery goals and academic success because it has no significance on CGPA. Thus, it determined that the beliefs cannot play the role as a mediator between mastery goals and CGPA. The present study recommends for the future research to consider only the role of mastery goals as an independent variable on academic success. This is because performance goals do not have any significance over CGPA. In addition, this study also recommends that the future researches do
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Acknowledgements The work is financed by Research University Grant provided by Universiti Teknologi Malaysia and the Ministry of Higher Education of Malaysia. References Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D. and Wieman, C. E. (2006). New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey. Physical Review Special TopicsPhysics Education Research 2, 010101. Alhadlaq, H., Alshaya, F., Alabdulkareem, S., Perkins, K. K., Adams, W. K. and Wieman, C. E. PERC Proceedings, AIP Press. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271. al processes. Journal of Applied Psychology 76, 478-487. Baron, R. M., and Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182. Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. The Journal of Doctoral Research in Education, 7, 39 47. Dweck, C. S, and Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256 273. Elliot, A. J., McGregor, H. A., and Gable, S. L. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 76, 628-644. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of psychological inquiry. American Psychologist, 34, 906-911. Am. J. Phys., 68, S52-S59. Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literature. Journal of Consulting and Clinical Psychology, 65, 599-610. Hongsa-ngiam, A. (2006). A Rajabhat universities. A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy. Jose, P. E. (2008). MedGraph-I: A programme to graphically depict mediation among three variables: The internet version, version 2.0. Victoria University of Wellington, Wellington, New Zealand. Retrieved March 7, 2011, http://www.victoria.ac.nz/staff/paul-josefiles/medgraph/medgraph.php. International Journal of Teaching and Learning in Higher Education, 17(1), 27 32. Roedel, T., Schraw. G., and Plake, B. S. (1994). Validation of a Measure of Learning and Performance Goal Orientations. Educational and Psychological Measurement, 54, 1013-1021. out Physics and Physics Learning in a Problem-Based Learning Context. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 321-333. Schraw, G., and Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Somuncuoglu, Y., and Yildirim, A. (1999). Relationship between achievement goal orientations and the use of learning strategi es. The Journal of Educational Research, 92 (5), 267-277 Wolters, C. A. (1998). SelfJournal of Educational Psychology, 90, 224-235.
Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
WCES 2012
success: metacognition as a mediator Fariba Mirzaei a *, Fatin Aliah Ph ng a, Seth Sulaiman a , Hamidreza Kashefi b , Zaleha Ismail a a
Department of Science and Mathematics Education, Faculty of Education, Universiti Teknologi Malaysia (UTM), 81310 Johor, Malaysia b Regional Centre for Engineering Education, Universiti Teknologi Malaysia (UTM), 81310 Johor, Malaysia
Abstract This paper aims at examining the relationship between achievement goals- mastery and performance goals, metacognition, the physics students in University Technology Malaysia (UTM). Regression analysis indicates that metacognition is a full mediator between mastery goals are not mediate between mastery goals and academic success. Results of this study can be used to modify the present teaching techniques for physics undergraduate students to meet their learning needs. 2012Published PublishedbybyElsevier Elsevier Ltd. © 2012 Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu Keywords: Academic Success,
1. Introduction According to Hongsa-ngiam (2006), the students would often see physics as a very tough, vague and mainly mathematical subject. Since such negative views occurred, students tend to lose interest on the subject, thus, they would often receive poor marks in physics. In addition, to make matter worse, class grades usually determine the academic success of the students (Coutinho, 2007). The relationships between academic performance and other variables have always been a subject of interest of many researchers in the field of educational psychology Recently, achievement goals aid in the understanding of the students motivation and other achievement-related behaviors in the classroom environment (Ames, 1992; Dweck & Leggett, 1988; Wolters, 1998; Somuncuoglu, 1999). According to Mattern (2005), based on the achievement goals theory, students tend to have different purposes when they are involved in academic activities. There are two most important types of achievement goals namely mastery goals and performance goals (Dweck, 1988). Mastery goals focus on the topic, thus it will result in the students being able to understand the materials in depth (Somuncuoglu & Yildirim, 1999). On the other hand, grades or when they tend performance goals are more concerned with the to avoid the appearance of failure and inability (Dweck, 1988). According to Elliot (1999), performance goals were related to grades, but correlate less on the beneficial strategies and the deep learning.
* Fariba Mirzaei. Tel.: +6-014-238-7 E-mail address: [email protected]
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi:10.1016/j.sbspro.2012.06.113
3604
Fariba Mirzaei et al. / Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
According to Flavell (1979), metacognition, which is defined as , has an important role in the student learning. Metacognition can predict the academic performance strongly, thus metacognition is directly correlated with academic success. Therefore, students with good metacognition will have good GPAs (Coutinho, 2007). perception on the knowledge and the learning of a subject tends to affect on how they approach the The materials and the things that they have learnt (Hammer, 2000). Success in physics courses is often affected by the can also serve as a factor in influencing the students whether to keep on beliefs of the students. learning or to drop the physics subject. Thus, the aim of the teaching practices is to positively impact on the student beliefs about physics. Many studies have been conducted in order to look into the views of the undergraduate students on physics when they enrol in their first course, and how their beliefs and attitudes change afterwards (Alhadlaq, 2009). Finding the relationship between students beliefs and the learning of physics can play an for academic success. import In an earlier study, Countinho (2007) examined the relationship of whether goals and academic success is mediated by metacognition. Many researchers have also studi about physics and learning physics and its relation with other variables such as self-reported and problem based learning (Perkins et al., 2005; Alhadlaq et al., 2009; Sahin, 2009). In addition, the relationships between academic performance and other variable are the interest of many researchers. Achievement goals and metacognition are the essential factors in supporting the students to learn better and to help them to apply the acquired knowledge in academic and non- academic settings, thus, determining their academic success (Countinho, 2007). This research investigates the relationships between achievement goals (mastery goals and performance goals), metacognition students beliefs and academic success for physics students. It is based on the determination of metacognition and students beliefs as mediators between goals and academic success (see Figure 1). Academic success in this research refers to academic performance that is being assessed in Malaysia by Cumulative Grade Point Average (CGPA).
Figure 1. Relationship between achievement goals, metacognition, beliefs, and academic success
2. Method The sample of this research consists of 195 Physics majored undergraduates (137 female and 58 male) in UTM. Participants completed a survey comprising a goal orientation scale, a metacognition measure, beliefs measure and a college CGPA. The survey comprised three sections. demographics sheet. The survey also asked for the The first section was the 17-item of Goals Inventory (Roedel et al., 1994). This survey contains 12 items to assess the mastery goals and 5 items to assess the performance goals. The students responded to each item on a 7- point scale ranging from strongly disagree (1) to strongly agree (7). This scale has been widely used in the literature and has been proven to provide good reliability and validity in assessing goals. The second section contains 52-items on Metacognitive Awareness Inventory (Schraw & Dennison, 1994). This is a lengthy and comprehensive scale used in
Fariba Mirzaei et al. / Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
3605
assessing various aspects of metacognition. In addition, it provides good reliability and validity in the assessment of metacognition because it effectively covers various aspects of metacognition in-depth. It can also be implemented in order to obtain scores for the individual areas of metacognition, namely planning, monitoring, comprehension, and many more. This questionnaire also uses a 7-point Likert rating, from strongly disagrees (1) to strongly agree (7), to gauge on the The third section was the Colorado Learning Attitudes about Science Survey (CLASS) that is an instrument designed to determine on the student beliefs about physics and their learning of physics. It was developed at the University of Colorado (Adams et al., 2006). CLASS continues on the previous work by inquiring additional aspects of the student beliefs and by selecting appropriate wording suitable to cater for the students in a wide variety of physics courses. It consists of 42 items that test on various categories, namely real world connection, conceptual understanding and problem solving. A 5-point Likert scale rating from strongly disagrees to strongly agree is used in the items. 3. Results The relationship between an independent variable and a dependent variable can be explained by a mediator variable in several ways (Baron & Kenny, 1986; Holmbeck, 1997; Jose, 2008). According to Jose (2008), a full mediation relationship occurs when the resulting independent variable on a dependent variable beta weight falls to non-significance, in conjunction with a significant t-score. This means that ratios of above 50% can be obtained from a full mediation. On the other hand, a partial mediation relationship occurs when the independent variable on a dependent variable beta weight is still large, in conjunction with a significant t-score. relationship happens when . 3.1. Testing Metacognition as a Mediator For testing mediation, according to Jose (2008), an online MedGraph programme is used to compute the correlations and regressions, and to transfer the information to the MedGraph. All variables are required to be significantly correlated for mediation to be examined. The correlation analysis is computed between mastery goals, performance goals, metacognition, and academic success. Correlations demonstrate the degree to which one set of scores change with another set of scores (Countinho, 2007). For mastery goals and metacognition, the two-tailed significance or probability level was .000, so there was a significant positive relationship between them (r = 0.70, df =190, p < 0.05). The two-tailed significance .000 also revealed that there was a significant positive relationship between performance goals and metacognition (r = 0.414, df = 189, p < 0.05). This shows that if the students have a good metacognition, they may also possess strong mastery goals. On the other hand, if the students possess good performance goals, it does not necessarily mean that they will they have good metacognition. For mastery goals and academic success, there was a significant positive relationship between them (r = 0.362, df = 190, p < 0.05). The probability level was .000, so the correlation was statistically significant. Mastery goals had a modest correlation with CGPA (r = .362, p < .05); however, performance goals did not correlate significantly with CGPA (r = .129, p = .075). This means that students with strong mastery goals will also have good CGPAs but we cannot say anything about the students CGPA in associated with strong or weak performance goals. Since the twotailed significance was 0.075, there was no significant relationship between performance goals and academic success (r = 0.129, df = 189, p = 0.075). Metacognition had a modest correlation with CGPA (r = .43, p < .05) that means students with good metacognition may have good CGPAs. Due to the probability level of metacognition and academic success was .000, thus, there was a significant positive relationship between them (r = 0.430, df = 193, p < 0.05). Based on these results and the existence of significant relationship among the variables as compulsory conditions for the mediation relationship, only the mastery goals, metacognition and CGPA have these conditions and can be tested. The next analysis conducted was a regression analysis that follows significant correlations. Regression analyses are implemented in order to determine the extent to which CGPA can be predicted from mastery goals,
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metacognition and performance goals. It means that, regression analyses indicate the mediation effects of metacognition in the relationship between achievement goals and academic success. The relationship between mastery and CGPA is significant, which means that the mastery goals have significant condition for mediating the relationship of metacognition. The first set of mediation analyses were used for determining the mastery goals. Mastery goals were positively related to metacognition, F (1, 190) = 182.247, p < .005, B (unstandardized regression coefficient) = .597, se (standard error) = .044. The relationship between mastery goals and metacognition was still significant with CGPA in the equation, F (2, 189) = 21.675, p < .05, metacognition (B=.186, s p and so there was no mediation. Based on last results from the online MedGraph programme, the indirect effect of mastery goals on CGPA was .231 and its direct effect was .131. The total effect coefficient was .362. The model also indicated 63.8% (.231 /.362) of the effect of mastery goals on CGPA that was mediated through metacognition. Additionally, 36.2% (.131/.362) was the direct effect of mastery goals on CGPA when metacognition is controlled. The result indicated that the indirect effect p value was 0.000543, which was less than .05. In another words, there was a significant indirect effect of mastery goals on CGPA via metacognition at the alpha value of .05. This means that there was no significant relationship between metacognition as mediator, and mastery goals and academic success. As mentioned -value is significant (P=0.000543), and the beta weight for the previously, basic relationship (mastery goals to metacognition) becomes noneffect of mastery goals on CGPA is above 50% then metacognition is full mediation (63.8%). Therefore, there is full support for mediating role of metacognition between master goals and academic success. Figure 2 shows the type of -value for metacognition. mediation, the significance level,
Figure 2. Output of the MedGraph Program for mediating role of metacognition
3.2. Testing Beliefs as a Mediator As mentioned before, the correlation among the variables must be significant and it is one of the conditions for mediation between two variables. The relationship between beliefs as a mediator variable and CGPA as a dependent variable was not significant (r = 0.107, D = 192, p = 0.138). Therefore, beliefs cannot play a role of mediator between mastery goals and CGPA. success, similar to testing metacognition as a mediator, we used an online medgraph (Jose, 2008). The Figure 3 -value for metacognition. shows the type of mediation, the significance level,
Fariba Mirzaei et al. / Procedia - Social and Behavioral Sciences 46 (2012) 3603 – 3608
3607
Figure 3. Output of the MedGraph Program for mediating role of beliefs
4. Conclusion This study showed the relationship between achievement goals (mastery goals and performance goals), and academic success. It also determined that the metacognition of the physics metacognition, students is a full mediator between mastery goals and academic success. The first step was the testing of the significant relationship among these variables as first conditions of the meditation relationship. Analysis of the results revealed that the mastery goals modestly correlated positively with academic success, whereas performance goals had small correlation with CGPA. This proves that students with strong mastery goals will also obtain good CGPAs. In contrast, strong or weak performance goals cannot be used to determine anything about CGPA. In addition, metacognition has a modest correlation with CGPA, which means that students who possess good metacognition may or may not achieve good CGPA. Based on these results, the mastery goals, metacognition, and CGPA had the first condition for metacognition to be a mediator between mastery goals and CGPA. The next step was testing the effect of mastery goals on CGPA, which was mediated through metacognition by using online Medgraph. Based on the findings, the metacognition of the physics students was a full mediator between mastery goals and academic success. The mastery goals have large positive correlation with metacognition while performance goals have a medium positive correlation with metacognition. This indicates that students who acquire good metacognition will also have strong mastery goals; however, if the students have performance goals, it does not indicate that they will also possess good metacognition. Therefore, the result of this study indicates that metacognition have a fully mediated relationship between mastery goals and academic success. This proves that using metacognition will have a positive effect on CGPA. Findings of this study corroborated with the results of the study by Coutinho (2007), where metacognition was found to be a mediator between mastery goals and academic success. The results obtained from this study are expected to be useful to support academic success of physics students by developing their metacognitive skills and furthermore, resulted in a reliable and well developed Metacognitive. Inventory can also be used as an additional admission into Faculty of Science UTM and can also serve as a criterion for the selection of the benchmark for new potential physics students to enter the university with high probability of success. ere a non mediator between This study is also indicated by online Medgraph, in which the mastery goals and academic success because it has no significance on CGPA. Thus, it determined that the beliefs cannot play the role as a mediator between mastery goals and CGPA. The present study recommends for the future research to consider only the role of mastery goals as an independent variable on academic success. This is because performance goals do not have any significance over CGPA. In addition, this study also recommends that the future researches do
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