References
Aernyi, I., & Odeh, R. C. (2017). Influence of library facilities on students' academic achievement in colleges of education in North central zone of Nigeria. International Journal of Advanced Research and Publications, 1(5), 238-244. Agbuga, B., & Xiang, P. (2008). Achievement goals and their relations to self-reported persistence /effort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27, 179-191. Akerele, J. A., Awoyemi, A., & Ogunniyi, S. O. (2022). Attitude as predictor of academic achievement of students in introduction to library studies in Federal colleges of education in southern Nigeria. Library Philosophy and Practice (e-journal), 1-19. Ali, N., Jusoff, K., Ali, S., Mokhtar, N., & Salamat, A. S. A. (2009). The factors influencing students’ performance at Universiti Teknologi MARA Kedah, Malaysia. Management Science and Engineering, 3(4), 81–90. Anderson, G., & Arsenault, N. (2001). Fundamentals of educational research. London: Routledge Falmer. Aremu, O. A., & Sokan, B. O. (2003). A multi-causal evaluation of academic performance of Nigerian learners: issues and implications for national development. Department of Guidance and Counselling, University of Ibadan, Journal of Educational Studies, Ibadan, Nigeria. Babbie, E., Halley, F., & Zaino, J. (2003). Adventures in social research: Data analysis using SPSS 11.0/11.5 for Windows. Pine Forge Press. Baranik, L. E., Barron, K. E., & Finney, S. J. (2010). Examining the role of stress in the relationship between mastery-avoidance goals and academic outcomes. Educational Psychology, 30(6), 689-707. Barzegar, M. (2021). The relationship between goal orientation and academic achievement: The mediation role of self-regulated learning strategies. Journal of Educational Psychology, 63(2), 112-115. Bonett, D. G., & Wright, T. A. (2015). Cronbach's alpha reliability: Interval estimation, hypothesis testing, and sample size planning. Journal of Organizational Behavior, 36(1), 3–15. Christopher A. W., & Beziat, T. L. R. (2015). Exploring the relationships between goal orientations, knowledge monitoring and academic achievement. Journal of Education and Human Development, 4(3), 67-77. Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2x2 achievement goal framework. Journal of Personality and Social Psychology, 90(4), 666-679. Diaz, A. L. (2003). Personal, family, and academic factors affecting low achievement in secondary schools. Electronic Journal of Research in Educational Psychology and Psychopedagogy, 1(1), 43 – 66. Diseth, A., & Samdal, O. (2014). Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school. Social Psychology Education, 17, 269–291. Diseth, A., Danielsen, A, & Samdal, O. (2012). A path analysis of basic need support, self- efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students, Educational Psychology: An International Journal of experimental Educational Psychology, doi:10.1080/01443410.2012.657159. Dowu, J. O. (2013). An assessment of academic achievement in selected colleges of education in South-Western Nigeria. Researchjournali’s Journal of Education, 1(1), 1-12. Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 41(10), 1040-1048. Elliot, A. J., & Dweck, C. S. (2005). Competence and motivation: competence as the core of achievement motivation. New York, NY: The Guiforsd Publications Inc.: 3-12. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628. Federal Republic of Nigeria. (2014). National policy on education. Abuja: NERDC Press. Frumos, F., Leonte, R., Candel, O. S., Ghia??u, R., & Onu, C. (2024). The relationship between university students’ goal orientation and academic achievement. The mediating role of motivational components and the moderating role of achievement emotions. Frontiers in Psychology, 14, 1296346. Geta, M. (2012). An investigation on the relationship between achievement goal orientation, approaches to learning and academic achievement of college students: The case of Bonga college of teacher education. Unpublished master’s thesis, Addis Ababa University, Addis Ababa, Ethiopia. Goni, U., Wali, Y. S. B., Kaltum, H. Ali., & Bularafa, M. W. (2015). Gender Difference in Students’ Academic Performance in Colleges of Education in Borno State, Nigeria: Implications for Counselling. Journal of Education and Practice, 6(32), 107-114. Hulleman C. S., Schrager, S. M., Bodmann, S. M., Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? Psychol Bull., 136(3), 422-449. Hulleman, C., & Harackiewicz, J. (2010). A meta- analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136(3), 422-449. Ireri, A. (2015). Academic identity status and achievement goal orientation as predictors of academic achievement among form three students in Embu County, Kenya. Unpublished PhD Thesis, Kenyatta University, Nairobi, Kenya. Isa, S. (2022). Effects of Edutainment on Colleges of Education Students Academic Achievement, Motivation and Interest in Construction Methods in North – East, Nigeria. International Journal of Innovative Scientific & Engineering Technologies Research, 10(4), 26-36. Kavitha, P., & Suthanthiradevi, J. (2022). A study on goal-orientation and academic achievement of higher secondary school students in Thanjavur district. Journal of Positive School Psychology, 6(4), 6692 – 6698. Keys, T. D., Conley, A. M., Duncan, G. J., & Domina, T. (2012). The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37, 47-54. Kolo, A. G., Jaafar, W. M. B. W., & Ahmad, N. B. (2017). Influence of Psychosocial Factors on Student's Academic Performance in One of Nigerian Colleges of Education. Malaysian Journal of Social Sciences and Humanities (MJSSH), 2(1), 1 – 10. Li, L. K. Y. (2012). A study of the attitude, self-efficacy, effort and academic achievement of city U students towards research methods and statistics. E-Journal, 1, 154-183. Li, Q., Zhao, J., Tian, J., Sun, T., Zhao, C., Guo, H., Zhu, L., Gao, R., Yang, L., Cao, D., & Zhang, S. (2021). The association among achievement goal orientations, academic performance, and academic well-being among Chinese medical students: A cross- sectional study. Frontiers in Psychology, 12, 694019. Maina, S. (2012). The effect of lecturer’s attitude toward the performance of students in purchasing management in Ramat polytechnic Maiduguri. Academic Journal of Interdisciplinary Studies, 2(7), 51. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales (PALS). AnnArbor, MI: University of Michigan. Murayama, K., & Elliot A. J. (2012). The competition-performance relation: a meta-analytic review and test of the opposing processes model of competition and performance. Psychol Bull., 138(6), 1035-1070. Musa, A. K. J., Dauda, B., & Umar, M. A. (2016). Gender differences in achievement goals and performances in Engl