Achievement of Goal Orientation and Academic Engagement among Adolescents in Southwestern Uganda

  • Eunice Ndyareeba Kyambogo University
  • Judith Biirah Kyambogo University
  • Henry Kasawo Kibedi Kyambogo University
Keywords: Achievement Goal Orientation, Academic Self-Efficacy, Academic Engagement, Adolescent Student
Share Article:


Enhancing academic engagement is essential for improving the educational experiences of adolescents. Guided by Social Cognitive Theory, this study explored the relationship between achievement goal orientation and academic engagement among 510 secondary school students in Southwestern Uganda. The study focused on two forms of goal orientation—mastery-approach and performance-approach goals—and examined the mediating and moderating role of academic self-efficacy. The results, derived from self-reported data, indicate that approach achievement goals (mastery and performance) positively predict academic engagement, independently. Moreover, academic self-efficacy plays a dual role:  while it mediates the relationship between approach achievement goals (mastery and performance) and academic engagement, self-efficacy also moderates the relationship between performance-approach achievement goals and academic engagement. These findings underscore the importance of academic self-efficacy and achievement goal orientation in enhancing academic engagement among adolescent students, especially in low socioeconomic status communities. This research contributes to the understanding of factors like teacher-student relationship, external support offered by Compassion International program, goal setting skills training and predetermined external rewards can enrich the educational experiences of students in low resource education contexts


Download data is not yet available.


Aldrup, K., Klusmann, U., & Lüdtke, O. (2018). Does academic self-efficacy mediate the relationship between academic goal orientation and academic engagement? Journal of Educational Psychology, 110(6), 819– 832.

Al-baddareen, G., Ghaith, S., & Akour, M. (2015). Self-Efficacy, Achievement Goals, and Metacognition as Predicators of Self-Efficacy, Achievement Goals, and Metacognition as Predicators of Academic Motivation. Procedia - Social and Behavioral Sciences, 191(July), 2068–2073.

Alhadabi, A., & Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1), 519–535., E. M., Mensah, C., Abiemo, M. K., & Bokor, M. (2021). Predicting student engagement from self-efficacy and autonomous motivation: A cross-sectional study. Cogent Education, 8(1).

Bandura, Barbaranelli, Caprara&, & Pastorelli. (1996). Multifaceted Impact on Self-Efficacy Belieds on Academic Functioning. In Child Development (Vol. 67, Issue 3, pp. 1206–1222).

Chang, D., & Chien, W. C. (2015). Determining the relationship between academic self-efficacy and student engagement by meta-analysis. Proceedings of the 2015 International Conference on Education Reform and Modern Management, 15(Ermm), 142– 145.

Cheng, Y. (2020). Academic self-efficacy and assessment. In Educational Psychology 40 (4), 389– 391).

Chen, P., Bao, C., & Gao, Q. (2021). Proactive personality and academic engagement: The mediating effects of teacher-student relationships and academic self-efficacy. Frontiers in Psychology, 12(June), 1–8.

Dogan, U. (2015). Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. Anthropologist, 20(3), 553– 561.

Dullas, A. R. (2018). The Development of Academic Self-Efficacy Scale for Filipino Junior High School Students. Frontiers in Education, 3(April), 1– 14.

Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. In Journal of Personality and Social Psychology (Vol. 80, Issue 3, pp. 501–519).

Gimeno-Gilles, C., Lelièvre, E., Viau, L., Malik-Ghulam, M., Ricoult, C., Niebel, A., Leduc, N., Limami, A. M., Schmidt-Lebuhn, A. N., Fuchs, J., Hertel, D., Hirsch, H., Toivonen, J., Kessler, M., Loureiro, J., Lavania, U. C. U. C., Srivastava, S., Lavania, S., Basu, S., … Yao, J. L. (2016). Self-Efficacy and Goal Orientation and their Association with Academic Achievement Euphytica, 18(2).

Harackiewicz, J. M., & Elliot, A. J. (1993). Achievement Goals and Intrinsic Motivation. Journal of Personality and Social Psychology, 65(5),904–915., A. F., & Rockwood, N. J. (2020). Conditional process analysis: Concepts, computation, and advances in the modeling of the contingencies of mechanisms. American Behavioral Scientist, 64(1), 19– 54.

Honicke, T., Broadbent, J., & Fuller-Tyszkiewicz, M. (2020). Learner self-efficacy, goal orientation, and academic achievement: exploring mediating and moderating relationships. Higher Education Research and Development, 39(4), 689– 703.

Ireri, A. M., Mwangi, C. N., Mwaniki, E. W., & Wambugu, K. (2021). Cognitive psychology achievement goals orientation as predictors of academic achievement among secondary school students in Embu County, Kenya. International Journal of School

Lin, T. J. (2021). Exploring the Differences in Taiwanese University Students’ Online Learning Task Value, Goals Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak. Asia-Pacific Education Researcher, 30(3), 191–203.

Liu, Q., Du, X., & Lu, H. (2022). Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation. Current Psychology, 2619–2635.

Kim, Y., Kim, K., & Lee, S. (2017). Testing the self-efficacy questionnaire with Korean children in institutionalized care. 27(6), 734–742.

Ng’ang’a, M. & D. (2018). Relationship between achievement goal orientation and academic achievement among form three students in Kiambu county, Kenya 1 Maria Wacera Ng’ang’a (Corresponding Author). 6(4)

Nyakato, V. N., Achen, C., Chambers, D., Kaziga, R., Ogunnaya, Z., Wright, M., & Kools, S. (2021). Very young adolescent perceptions of growing up in rural southwest uganda: Influences on sexual development and behavior. African Journal of Reproductive Health, 25(2), 50– 64.

Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks. Journal of Youth and Adolescence, 48(2), 326–340.

Onzi.S.H., Mugizi.W, R., & Rwothumio. J. (2023). Teaching approaches and student engagement in secondary schools in Arua. East African Journal of Education Studies 6(2), 85– 103.

Orcan, F. (2020). Parametric or Non-parametric: Skewness to test normality for mean comparison. International Journal of Assessment Tools in Education, 7(2), 236–246., Z. (2018). Influence of Self-Efficacy as a Mediator on Time Management and Students’ Performance Relationship in Malaysian Online Distance Learning Institutions. International Journal of Business and Management, 2(3), 9–15.

Reeve, J., Kim, I. S., & Reeve, J. M. (2018). A Self- determination Theory. 19 (January),1– 19.

Salmela-Aro, K., Tang, X., Symonds, J., & Upadyaya, K. (2021). Student Engagement in Adolescence: A Scoping Review of Longitudinal Studies 2010–2020. Journal of Research on Adolescence, 31(2), 256–272.

Sánchez-Sosa, J. J., & Vargas, L. G. (2021). Academic efficacy among Mexican college students: The role of self-regulation and academic stress. Journal of Hispanic Higher Education, 20(3), 272-287.

Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19– 37.

Soyer, M. K., & Kirikkanat, B. (2019). Undergraduates’ achievement goal orientations, academic self-efficacy and hope as the predictors of their learning approaches *.European Journal of Educational Research, 8(1)

Veiga, H. (2016). Students’ engagement in school and family variables: A literature review. Envolvimento dos alunos na escola e variáveis. [Engagement of students in school and variables]. Psicologia Escolar e Educacional, 20(3), 473-481.

Wilcox, G., Mcquay, J., Blackstaffe, A., Perry, R., & Hawe, P. (2019). Supporting academic engagement in boys and girls running head: University of Calgary. April.

Wolverton, C. C., Guidry Hollier, B. N., & Lanier, P. A. (2020). The impact of computer self efficacy on student engagement and group satisfaction in online business courses. Electronic Journal of E-Learning, 18(2), 175– 188.

Zhang, Y., Guan, X., Ahmed, M. Z., Jobe, M. C., & Ahmed, O. (2022). The Association between University Students’ Achievement Goal Orientation and Academic Engagement: Examining the Mediating Role of Perceived School Climate and Academic Self-Efficacy. Sustainability (Switzerland), 14(10).

Zhao, Y., Zheng, Z., Pan, C., & Zhou, L. (2021). Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model. Frontiers in Psychology, 12(June).

Zhen, R., Ding, Y., Jiang, R., & Jiang, S. (2021). Gratitude and academic engagement among primary students : Examining a multiple mediating model Gratitude and academic engagement among primary students : Examining a multiple mediating model. Current Psychology. May.

2 April, 2024
How to Cite
Ndyareeba, E., Biirah, J., & Kibedi, H. (2024). Achievement of Goal Orientation and Academic Engagement among Adolescents in Southwestern Uganda. East African Journal of Education Studies, 7(2), 1-18.