Gonul Sakiz
This study explored the associations among achievement approach goal orientations, academic selfefficacy beliefs, and academic help seeking behaviors of Turkish college students. A self-report survey was administered to 98 junior college students in a teacher training department of a major research and teaching university in Istanbul. Structural equation modeling was used for data analysis. The findings showed that mastery approach goal orientation was significantly positively associated with college students’ perceived academic self-efficacy beliefs and academic help seeking behaviors. Performance approach goal orientation, on the other hand, was not significantly related to academic self-efficacy beliefs but significantly negatively associated with students’ academic help seeking behaviors. Overall, the structural model explained 31% of the variance in academic self-efficacy beliefs and 39% of the variance in academic help seeking behaviors of college students. The practical implications and future directions along with the limitations of the study are discussed
Share this article