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Roles of Mastery Goal and Performance Goal in Undergraduates Mathematical Modeling Competency

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Τίτλος: Roles of Mastery Goal and Performance Goal in Undergraduates Mathematical Modeling Competency
Γλώσσα: English
Συγγραφείς: Shu Xian Zheng (ORCID 0009-0004-0670-0806), Kwan Eu Leong (ORCID 0000-0001-7185-5071)
Πηγή: European Journal of Science and Mathematics Education. 2026 14(1):117-129.
Διαθεσιμότητα: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 13
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematical Models, Undergraduate Students, Mathematics Skills, Goal Orientation, Foreign Countries, College Mathematics
Γεωγραφικοί όροι: China
ISSN: 2301-251X
Περίληψη: Mathematical modeling is an essential tool for resolving intricate practical issues and is crucial for fostering innovation and advancement in the fields of science, engineering, and technology. This study employs a causal correlational research design to examine the effects of mastery goal and performance goal on mathematical modeling competency. Cluster sampling method was used to select 432 undergraduate students enrolled in a mathematics education program in Hebei Province, China. Among these students, 344 (79.6%) are female and 88 (20.4%) are male. Amos 28.0 was used to analysis data with structural equation model. The results shows that both mastery goal and performance goal have significant effects on mathematical modeling competency. The path coefficient from performance goal to mathematical modeling competency is 0.17, which is lower than the path coefficient of 0.23 from mastery goal to mathematical modeling competency. This suggests that through the significant impact of performance goal on mathematical modeling competency, teachers can provide appropriate competitive activities to increase the motivation of achievement focused students. Through the beneficial impact of mastery goal on mathematical modeling competency, teachers can motivate students to prioritize developing understanding and expertise in their learning rather than focusing solely on grades or competitiveness. Really teach students in accordance with their aptitude in teaching.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1500528
Βάση Δεδομένων: ERIC
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  Data: Roles of Mastery Goal and Performance Goal in Undergraduates Mathematical Modeling Competency
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  Data: <searchLink fieldCode="AR" term="%22Shu+Xian+Zheng%22">Shu Xian Zheng</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0670-0806">0009-0004-0670-0806</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kwan+Eu+Leong%22">Kwan Eu Leong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7185-5071">0000-0001-7185-5071</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2026 14(1):117-129.
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  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
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  Data: 13
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  Data: Mathematical modeling is an essential tool for resolving intricate practical issues and is crucial for fostering innovation and advancement in the fields of science, engineering, and technology. This study employs a causal correlational research design to examine the effects of mastery goal and performance goal on mathematical modeling competency. Cluster sampling method was used to select 432 undergraduate students enrolled in a mathematics education program in Hebei Province, China. Among these students, 344 (79.6%) are female and 88 (20.4%) are male. Amos 28.0 was used to analysis data with structural equation model. The results shows that both mastery goal and performance goal have significant effects on mathematical modeling competency. The path coefficient from performance goal to mathematical modeling competency is 0.17, which is lower than the path coefficient of 0.23 from mastery goal to mathematical modeling competency. This suggests that through the significant impact of performance goal on mathematical modeling competency, teachers can provide appropriate competitive activities to increase the motivation of achievement focused students. Through the beneficial impact of mastery goal on mathematical modeling competency, teachers can motivate students to prioritize developing understanding and expertise in their learning rather than focusing solely on grades or competitiveness. Really teach students in accordance with their aptitude in teaching.
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        PageCount: 13
        StartPage: 117
    Subjects:
      – SubjectFull: Mathematical Models
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: China
        Type: general
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