Structural Relationships Analysis among Achievement Goals, Self-Efficacy, Learning Flow and Academic Achievement Academic Satisfaction in Mathematics Subjects: Focusing on F University in Anhui Province, China

Abstract

This study clarifies the relationships among achievement goals, self-efficacy, learning immersion, academic achievement, and satisfaction in mathematics among college students at Fuyang Normal University in Anhui, China. Summarizing and discussing the research findings, we arrive at the following conclusions. First, the sub-factor of achievement goals, namely the mastery-approach goal, was found to have a positive effect on academic achievement and satisfaction. Similarly, the performance-approach goal had a positive impact on academic satisfaction. Conversely, both mastery-avoidance and performance-avoidance goals had minimal impact on academic achievement. Second, self-efficacy and the sub-factors of learning immersion, specifically behavioral immersion, cognitive immersion, and emotional immersion, were all shown to have a positive influence on academic achievement and satisfaction. This suggests that an increase in self-efficacy and learning immersion results in enhanced academic achievement and satisfaction. Third, we also identified that self-efficacy and learning immersion serve as mediators in the relationship between achievement goals and academic achievement in mathematics. Fourth, self-efficacy and learning immersion were found to mediate the relationship between achievement goals and academic satisfaction in mathematics. This implies that as achievement goals in mathematics are enhanced, self-efficacy and learning immersion increase, in turn elevating academic achievement and satisfaction.