A meta-analysis of the relationship between achievement goal orientation and academic achievement: The mediating role of self-efficacy and student engagement

Abstract: Achievement goal orientation is an important factor influencing students’ academic performance. Numerous studies have explored the apparent connection between achievement goal orientation and academic performance. However, controversy remains regarding the magnitude of the correlation, as well as the mediating and moderating mechanisms between achievement goal orientation and academic performance. Therefore, the present study conducted a meta-analysis to obtain reliable estimates of effect sizes, the mediating effect of self-efficacy and student engagement, as well as a range of moderating effects. A total of 67 empirical research and 206 effect sizes were included through literature retrieval. The results indicated that: (1) Mastery-approach and performance-approach goals were significantly and positively correlated with academic achievement, while mastery-avoidance and performance-avoidance goals were significantly and negatively correlated with academic achievement; each indicator was robustly and weakly dependent on academic achievement. (2) The relationship between achievement goal orientation and academic achievement was influenced by age stage and measurement tools, but not by gender ratio or achievement type. (3) Self-efficacy and student engagement played significant mediating roles in the relationship between achievement goal orientation and academic performance; however, the mediating effect of student engagement was only significant for students in the middle school group and not the university school group.