Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade

The relationship between university students' goal orientation and academic achievement. The mediating role of motivational components and the moderating role of achievement emotions

The present study aims to expand the understanding of the role played by achievement emotions in the learning process and academic achievement of university students. We investigated how achievement emotions moderate the direct and indirect associations between mastery and performance goal orientation and academic achievement. Also, we used as mediators the motivational components from Pintrich and De Groot's theoretical framework of motivation and learning strategies. 274 Romanian university students (Mage = 20.23, 84.7% women) participated in the study. Moderated mediation analyses indicated that self-efficacy was the only significant mediator, and this relationship was moderated by hope, pride and hopelessness. In addition, the links between mastery and performance approach goals and motivational components are stronger when the positive emotions are higher and the negative ones are lower. Mastery avoidance goals were linked with high scores of motivational components at higher levels of negative and lower levels of positive achievement emotions, whereas the association of avoidance goals with motivational components was moderated by two positive emotions (pride and enjoyment). The patterns derived from the moderating role of achievement emotions in the relationships between goal orientation, motivational components and academic achievement, alongside several inconsistent results and implications in theory and education, are discussed.

Gender differences in vitiligo: psychological symptoms and quality of life assessment description

Objective

Assuming that the difference exist in the manifestation of psychological suffering among genders, the purpose of this review is to summarize the current knowledge on gender differences in vitiligo quality of life and psychological assessment.

Methods

We searched in PubMed, Scopus, and Web of Science databases for original articles in English language. Results were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA checklist).

Results

The study yielded 107 results; 12 articles have been evaluated as eligible. Each eligible study has been screened and analyzed. The study's qualitative evaluation revealed that 8 papers were classifiable as satisfactory, 4 were classifiable as unsatisfactory. The agreement between the coders was high (% agreement = 84.6%; Cohen's kappa = 0.79). All considered researches (100%) were cross-sectional studies, based on self-report questionnaires. From our analysis, women with vitiligo had a higher risk to experience lower quality of life, and worse mental health in a wide range of psychopathology symptoms than men. A wide heterogeneity of tools is used to investigate the quality of life and psychological symptoms among these patients.

Conclusion

Unfortunately, there are few explanatory models proposed in the literature to rationalize these findings. It will be important to investigate in further researches the specific influence of known risk factors for psychopathology in this population to better explore these phenomena.

Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies

The aim of the present study was to investigate goal orientations and classroom goal structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. Self-reported questionnaires were administered, assessing students' personal goal orientations, classroom goal structures, and strategies of SRL. The results showed that students with LD and students with RCD scored lower in mastery orientation and higher in performance avoidance compared to their peers without difficulties (ND). LD students reported lower scores of adaptive strategies than their peers. In addition, the results confirmed the adaptive character of mastery-approach goals and mastery goal structures and the negative effects of performance-avoidance goals and performance goal structures on the adaptive strategies of SRL. Performance-approach goals predicted adaptive behaviors for all students, confirming the argument of an adaptive type of motivation. The findings of the current study highlight the importance of goal orientations and classroom goal structures for students' SRL. Implications of the findings for enhancing motivation for students with LD and students with RCD are discussed.

Individual Strivings in Social Comparison Processes: Achievement Motivation Goals in the Big-Fish-Little-Pond Effect

In school settings, adolescents recur to different sources of information to create their beliefs about future possibilities. Social comparison processes and personal goals related to achievement play an important role in shaping these beliefs. Drawing upon literature concerning the Big-Fish-Little-Pond effect and the Achievement Goal Theory, the present study aimed at understanding how adolescents attending the last year of secondary school (n = 689; M_age = 18.15; SD = 0.57) perceive their possibilities of potentially having a better future than their classmates. In particular, we sought to understand in what way this perception is influenced by students’ perceived relative position in their class—which accounts for the social comparison process—and its interaction with different types of achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals). Results showed that perceived relative position mediated the relationship between the predictors (classmates’ average achievement and individual achievement) and future expectations. Furthermore, analyses of moderated mediation showed that both performance-approach and performance-avoidance goals reduced the impact of a low perceived relative position on future expectations, while mastery-approach and mastery-avoidance goals did not moderate its effect.

Feeling Like an Imposter: The Effect of Perceived Classroom Competition on the Daily Psychological Experiences of First-Generation College Students

Many college students intend to pursue science, technology, engineering, and math (STEM) careers but quickly abandon these goals when confronted with notoriously competitive STEM courses that often pit students against each other. This emphasis on interpersonal competition could be especially detrimental for first-generation (FG) college students, an underrepresented group in STEM fields which more strongly values communality and collaboration relative to their continuing-generation peers. Thus, FG students may experience more imposter feelings in STEM courses perceived as having a competitive culture. A longitudinal study (with 818 students and 2,638 experience-sampling observations) found that perceived classroom competition was associated with greater daily in-class imposter feelings among all students—but especially among FG students. Imposter feelings in turn predicted students’ end-of-term course engagement, attendance, dropout intentions, and course grades. Classroom competition and the imposter feelings it engenders may be an overlooked barrier for promoting the engagement, performance, and retention of FG students in STEM.

I’d Like to Have All the Characteristics of a Hero: A Case Study of Strength-Centered Therapy

Strength-centered therapy (ST) is a therapeutic model based on character strengths in positive psychology and social constructionist perspectives on psychotherapy. Although there is no documented empirical research on ST, research evidence indicates that interventions that identify and cultivate character strengths have consistently yielded positive outcomes in well-being. Some specific techniques adopted in ST have shown effectiveness in improving psychological outcomes. The present case study adds research evidence to the potential effectiveness of ST. This case study provides an analysis of ST with a 20-year-old White female client. The focus of this case study is to illustrate how ST techniques work with a real client. A total of 12 therapy sessions and pre- and post-therapy interviews and assessments with the client were recorded and transcribed for data analysis. The research team analyzed the data qualitatively, illustrated several ST therapeutic strategies, and explored the client’s experience of therapy in four phases of ST. Implications for practice and research are discussed.

FAIL Is Not a Four-Letter Word: A Theoretical Framework for Exploring Undergraduate Students' Approaches to Academic Challenge and Responses to Failure in STEM Learning Environments

Navigating scientific challenges, persevering through difficulties, and coping with failure are considered hallmarks of a successful scientist. However, relatively few studies investigate how undergraduate science, technology, engineering, and mathematics (STEM) students develop these skills and dispositions or how instructors can facilitate this development in undergraduate STEM learning contexts. This is a critical gap, because the unique cultures and practices found in STEM classrooms are likely to influence how students approach challenges and deal with failures, both during their STEM education and in the years that follow. To guide research aimed at understanding how STEM students develop a challenge-engaging disposition and the ability to adaptively cope with failure, we generate a model representing hypotheses of how students might approach challenges and respond to failures in undergraduate STEM learning contexts. We draw from theory and studies investigating mindset, goal orientations, attributions, fear of failure, and coping to inform our model. We offer this model as a tool for the community to test, revise, elaborate, or refute. Finally, we urge researchers and educators to consider the development, implementation, and rigorous testing of interventions aimed at helping students develop a persevering and challenge-engaging disposition within STEM contexts.