Mastery Approach vs. Performance Approach: An Investigation on Motivational Frameworks in the Malaysian Context

Abstract

Gaining insight into the intricacies of student motivation in educational environments is essential for improving learning outcomes and individual growth. The objective of this study is to investigate the differential effects of mastery approach orientation and performance approach orientation on enhancing motivation among students in Malaysia. Based on a thorough examination of current literature, this research clarifies the complex connections between these two orientations and student motivation. A conceptual model has been suggested to hypothesize the potential effects of mastery and performance approach on motivation, suggesting that both orientations have crucial roles in motivating students. The study utilized a method of quantitative investigation to examine these hypotheses by employing structural equation modeling with the SMART PLS 4 program. This analytical methodology facilitated a thorough investigation of the correlations between mastery and performance approach orientations and student motivation in the Malaysian environment. The empirical outcomes of this study provide strong evidence that both mastery and performance approach orientations have a substantial impact on improving students' motivation. More precisely, the findings emphasize the crucial significance of incorporating both orientations into instructional practices to create a favourable learning environment that promotes student motivation. The consequences of this study are significant, indicating that universities and educational institutions should adopt strategies that encourage both mastery and performance approaches to effectively engage students. By implementing this two-fold strategy, educational professionals can effectively assist students in attaining their academic objectives and personal growth, thereby contributing to the overarching goal of improving educational results in Malaysia.