Abstract

An emerging interest in cognition and motivation has recently involved the study of rate of change of
self-efficacy and achievement goals. We used latent growth modeling (LGM) to test a structural equation model
that involved prior academic grades, self-efficacy, mastery and performance-approach goals, and academic
achievement measured over a two-year period. A sample of 228 (106 females, 122 males) of second-year
students enrolled in mathematic participated in this study. Multivariate growth curve analyses indicated
statistically significant effects of prior academic achievement on the intercept factors of the three mentioned
constructs; prior academic achievement also exerted a negative effect on the slope factor of mastery goals, and a
positive effect on mathematic achievement. Examination of the three trajectories showed increases in change in
all three constructs. Evidence ascertained from this research investigation is informative in instructional policies
and applied teaching practices.

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