The structural relationship between personality types, achievement goals, achievement emotions and self-regulated learning strategies of undergraduates in Hong Kong

Year: 2012

Author: Yip, Lai-Ying, Leung, Man-Tak

Type of paper: Abstract refereed


The present research aims to investigate the relations how student's personality types (enneagram) and achievement emotions are related to their achievement goals and self-regulated learning strategies. Two hundreds and sixty-six undergraduates (159 females and 107 males) participated in the study to complete four sets of Likert-type questionnaire. To analyze the data, path analyses and structural equation modeling are used. Results indicate that two structural models could be validly formulated and confirmed. The first model shows that personality types (enneagram) can be effective and desirable factors predicting on undergraduates' negative achievement emotions, achievement goals and subsequently on their self-regulated learning strategies. Questioner is the best predictor that individual who tends to be 'a questioner' would generate more negative achievement emotions (anger, anxiety, shame, hopelessness, boredom) in class as well as adopting achievement goals (mastery, performance avoidance, performance approach), would subsequently influence their self-regulated learning strategies. The second model states that enneagram can be desirable predictors on students' positive achievement emotions (enjoyment, pride) and subsequently to their self-regulated learning strategies. Performer seems to be the best predictor that students who tend to be 'performers' would generate positive achievement emotions in class which make them dispense effective self-regulated learning strategies. The present investigation may be the first one integrating personality types (enneagram), achievement emotions, achievement goals and self-regulated learning strategies of Chinese undergraduates, and also the exploration and confirmation of the complex structure among these achievement variables. Thus, the present paper can provide new perspective for researchers in motivation and learning to study further. On the other hand, it can also implicate the significance of the influence of personality and achievement emotions on students' achievement goals and learning strategies. Hence, the suggestion to implement comprehensive educational training programs aiming to cultivate students on desirable and favorable personality and achievement emotions is proposed and supported through the present study.