Roles of mastery goal and performance goal in undergraduates mathematical modeling competency

Mathematical modeling is an essential tool for resolving intricate practical issues and is crucial for fostering innovation and advancement in the fields of science, engineering, and technology. This study employs a causal correlational research design to examine the effects of mastery goal and performance goal on mathematical modeling competency. Cluster sampling method was used to select 432 undergraduate students enrolled in a mathematics education program in Hebei Province, China. Among these students, 344 (79.6%) are female and 88 (20.4%) are male. Amos 28.0 was used to analysis data with structural equation model. The results shows that both mastery goal and performance goal have significant effects on mathematical modeling competency. The path coefficient from performance goal to mathematical modeling competency is 0.17, which is lower than the path coefficient of 0.23 from mastery goal to mathematical modeling competency. This suggests that through the significant impact of performance goal on mathematical modeling competency, teachers can provide appropriate competitive activities to increase the motivation of achievement focused students. Through the beneficial impact of mastery goal on mathematical modeling competency, teachers can motivate students to prioritize developing understanding and expertise in their learning rather than focusing solely on grades or competitiveness. Really teach students in accordance with their aptitude in teaching.