The Influence of Mastery Orientation among African Undergraduate Students in the USA on Achievement of Possible Selves: An Analysis of Demographic Factors (Published)
Students’ focus being in control of tasks within their environment enables the desire to acquiring new knowledge an aspect that is key to academic performance. Mastery oriented students are usually in control and tend to be more satisfied with their work than those who are influenced by other external performance indicators like marks or scores. They will therefore get involved in mainly those activities that will add to their knowledge. This paper, taking this aspect into consideration explains the influence of mastery orientation among African undergraduate students living in the United States on their achievement of possible selves. The study was carried out in institutions of higher learning in the United States. It involved undergraduate students registered in any of the semesters in the Spring semester, 2007 and the year 2006. The study consisted of a conveniently sampled size of 204 students drawn from undergraduate programs in four schools in the Southeast United States. Data collection was done by means of a questionnaire which was later subjected to analysis through descriptive means and multiple regression. The demographic variables identified in the study included age, length of stay, subject majors, school classification, financial support by family and schools. It was concluded that these aspects positively influenced achievement of possible selves as the higher the variable the significant the influence it had on the students.
Academic Goal Orientation and Possible Selves of African Undergraduate Students Living In the United States (Published)
There is a large gap in literature about the many Africans increasingly arriving in the United States (US) either by sheer ignorance or because of their racial homogenization with African Americans. Indeed, this conflation ignores the vast socio-cultural and historical differences in literature. This paper examines possible selves and goal orientations of African Undergraduate students in the United States. A study that adopted multiple regression was undertaken. The author sought to understand this relationship by collecting data in the Spring Semester of 2007 from undergraduate students registered in any of the semesters in the Spring semester, 2007 and the year 2006, and whose both parents were born in Africa. A significant relationship was found between students’ balanced possible selves and their mastery goal orientations. This suggested that students with more balanced possible selves had higher academic goal orientation. Additional analyses also indicated that there was a significant positive relationship between length of stay in the United States and possible selves which would be indicative of the students’ continued enculturation into an individualist society which in effect increases the number of balanced possible selves.