Abstract

In the extant literature, the dichotomy between learning orientation and grade orientation has been recognized as a potentially important aspect of academic success. In a field study, we examined the academic performance of undergraduate students of Middle Eastern descent as it relates to their goal orientation, self-efficacy, and decision-making patterns. The aim was to determine not only whether the link between grade orientation and poor performance generalizes to these students but also whether goal orientation is accompanied by other individual differences. Students completed three questionnaires as part of a routine self-assessment protocol: (a) the attitude portion of the LOGO II questionnaire, (b) the Melbourne Decision-Making questionnaire, and (c) the New General Self-Efficacy scale. Students’ performance on tests and assignments was recorded. In this study, the classification of students as grade or learning oriented did not correspond to differences in performance. Most importantly, the two orientations coexisted. Students’ dispositions, such as decision-making habits and self-efficacy, shaped performance differently, depending on the timing and type of assessment. Vigilance, a decision-making habit, improved performance on assignments in the first half of the semester, whereas self-efficacy was detrimental to test performance in the second half of the semester. These findings contribute to educators’ understanding of learners’ dispositions, which, in turn, can inform instruction intended to foster academic success. The present study adds to the findings of earlier research by suggesting that the coexistence of goal orientations may attenuate the potentially damaging influence of grade orientation.