Self-efficacy and achievement goals as predictors of high-school students\u27 academic performance

Odavno je prepoznato da školsko postignuće učenika nije određeno samo kognitivnim sposobnostima, već i njihovom motivacijom, ciljevima i percipiranom samoefikasnošću. Stoga je u ovom istraživanju ispitana povezanost akademske samoefikasnosti, školskog postignuća i četiriju ciljnih orijentacija srednjoškolaca. Dobiveni rezultati pokazuju značajan učinak dobi na prosječne ocjene učenika kao i značajan učinak spola na postignuće u hrvatskom jeziku, prosječni opći školski uspjeh, samoefikasnost i tri ciljne orijentacije (znanje, izvedba i socijalni odnosi). Nadalje, dobiveni rezultati pokazuju visoku povezanost između samoefikasnosti i usmjerenosti na znanje, a samoefikasnost se pokazala najvažnijim prediktorom školskog postignuća u svim istraženim područjima.It has long been recognized that students’ school performance is determined not only by their cognitive abilities, but even more importantly by their motivation, achievement goals and perceived self-efficacy. The present study explored the relationship between academic self-efficacy, school achievement and four achievement goals of high-school students. The obtained results indicated a significant effect of age on students’ grade point average as well as significant effects of gender on students’ performance in the Croatian language, their grade point average, self-efficacy and three achievement goals (mastery, performance and social relations). Furthermore, the obtained results indicated a high correlation between self-efficacy and mastery goal orientation, while self-efficacy was once again identified as the most important predictor of school performance in all researched areas