Are mastery-avoidance achievement goals always detrimental? An adult development perspective

Developmental relations of achievement goals and affect in physical education

OBJECTIVE

This study aimed to examine the developmental relationships between achievement goals and affect in school physical education.

METHOD

The study sample comprised 1063 (girls 546) Finnish Grade 6 students (M = 12.27 years ± 0.33 at the beginning of the study). The participants in the study were asked to provide annual assessments about their perceptions of achievement goals, enjoyment, and anxiety. The assessments were conducted four times over three consecutive years.

RESULTS

The results indicated that mastery-approach goals were positively associated with enjoyment (between-level), whereas both mastery-avoidance and performance-avoidance goals were positively associated with anxiety (between-level). Additionally, the associations between repeated measures (within-level) of mastery-approach goals and enjoyment were similar each year, whereas mastery- and performance-approach/avoidance goals were consistently associated with anxiety within the same year. Girls reported lower performance-approach goals and enjoyment but higher mastery-avoidance goals and anxiety than boys.

CONCLUSION

The findings suggest that mastery approach goals exhibit a positive correlation with favorable affective reactions, while performance-avoidance goals demonstrate a connection with maladaptive responses. Physical education teachers should endeavor to establish mastery-oriented goals for their students from the outset of the educational process.

Achievement Goals: A Social Influence Cycle

Achievement goals have been defined as the purpose of competence-relevant behavior. In this respect they connect one of the basic human needs, i.e., competence, to one of society's core values, i.e., achievement. We propose to look at achievement goals through the lens of social influence. We review both the influence that cultural, structural, and contextual factors have on achievement goal endorsement and the influence that endorsing achievement goals allows people to have within their social space. The review allows us to propose a circular model of the influence on and of achievement goals: The culture, social structures, and contexts that are typical of a certain society shape the specific environments in which individuals develop their achievement goals, which in turn has an influence on the expression and circulation of these achievement goals into society, in a social influence cycle.

The influence of achievement goals on objective driving behavior

Investigating psychological characteristics through self-reported measures (e.g., anger, sensation seeking) and dynamic behaviors through objective measures (e.g., speed, 2D acceleration, GPS position etc.) may allow us to better understand the behavior of at-risk drivers. To assess drivers' motivation, the theoretical framework of achievement goals has been studied recently. These achievement goals can influence the decision-making and behaviors of individuals engaged in driving. The four achievement goals in driving are: seeking to improve or to drive as well as possible (mastery-approach), to outperform other drivers (performance-approach), to avoid driving badly (mastery-avoidance), and to avoid being the worst driver (performance-avoidance). Naturalistic Driving Studies (NDS) provide access to the objective measurements of data not accessible through self-reported measurements (i.e., speed, accelerations, GPS position). Three dynamic criteria have been developed to characterize the behavior of motorists objectively: driving events, time spent above acceleration thresholds (longitudinal and transversal), and the extent of dynamic demands. All these criteria have been measured in different road contexts (e.g., plain). The aim of this study was to examine the predictive role of the four achievement goals on these objective driving behaviors. 266 drivers (96 women, 117 men) took part in the study, and 4 242 482 km was recorded during 8 months. Simultaneously, they completed the Achievement Goals in Driving Questionnaire. The main results highlighted that mastery-approach goals negatively predicted hard braking and the extent of dynamic demands on plain and hilly roads. Mastery-approach goals seem to be the most protective goals in driving. Future research on the promotion of mastery-approach goals in driving may be able to modify the behavior of at-risk drivers.

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.

Achievement Goal Theory Review: An Application to School Psychology

Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory’s evolving models, explore its impacts on cognition, emotion, and behavior, and introduce a multiple goals perspective. Second, we outline the leading research supporting AGT, both in terms of structural and individual intervention studies. Third, we apply the principles of AGT to the primary tasks of school psychology professionals, including assessment, intervention, and consultation practices. The students we support can greatly benefit from gearing our approaches toward ones that foster self-improvement and interest.

Relationships Between Achievement Goal Orientations, Learning Engagement, and Academic Adjustment in Freshmen: Variable-Centered and Person-Centered Approaches

Academic adjustment is a principal determining factor of undergraduate students' academic achievement and success. However, studies pay little attention to freshmen's antecedent variables of academic adjustment. This study aimed to examine the mechanisms underlying the relationship between achievement goal orientations and academic adjustment in freshmen using variable- and person-centered approaches. A sample of 578 freshmen (aged 18.29±1.04years, 58.5% female) completed questionnaires on achievement goal orientations, learning engagement, and academic adjustment. Latent profile analysis of achievement goal orientations revealed four groups: low-motivation (11.1%), approach-oriented (9.5%), average (52.8%), and multiple (26.6%). In the mediating analysis, results of the variable-centered approach showed that learning engagement mediated the effects of the mastery-approach and performance-avoidance goals on academic adjustment. For the person-centered approach, we selected the average type as the reference profile, and the analysis revealed that compared with the reference profile, learning engagement partially mediated the link between the approach-oriented profile and academic adjustment. The current study highlights the important role that achievement goal orientations and learning engagement play in academic adjustment. We discuss the implications and limitations of the findings.

Goals and Self-Efficacy Beliefs During the Initial COVID-19 Lockdown: A Mixed Methods Analysis

This study aimed to capture how the coronavirus disease 2019 (COVID-19) crisis disrupted and affected individuals’ goal pursuits and self-efficacy beliefs early during the lockdown phase of COVID-19. Participants impacted by lockdown regulations accessed an online questionnaire during a 10-day window from the end of March to early April 2020 and reported a significant personal goal toward which they had been working, and then completed quantitative and qualitative survey items tapping self-efficacy beliefs for goal achievement, subjective caring about the goal during disrupted world events, and current pursuit or abandonment of the goal. The findings from both quantitative and qualitative measures demonstrated a significant drop in self-efficacy beliefs from before to during the pandemic with a large effect based on whether people thought they could still achieve their goal under current conditions. Over two-thirds of the sample was unsure or did not believe they could still carry out their goal, and over a quarter either abandoned or were uncertain they could pursue the goal. Despite this, people continued to care about their goals. Reasons for abandonment and strategies for coping with goals within the lockdown and beyond are discussed.

Acceptance of a Virtual Reality Headset Designed for Fall Prevention in Older Adults: Questionnaire Study

BACKGROUND

Falls are a common phenomenon among people aged 65 and older and affect older adults' health, quality of life, and autonomy. Technology-based intervention programs are designed to prevent the occurrence of falls and their effectiveness often surpasses that of more conventional programs. However, to be effective, these programs must first be accepted by seniors.

OBJECTIVE

Based on the technology acceptance model, this study aimed to examine the acceptance among older adults before a first use of a virtual reality headset (VRH) used in an intervention program designed to prevent falls.

METHODS

A sample of 271 French older adults (mean age 73.69 years, SD 6.37 years) voluntarily and anonymously filled out a questionnaire containing the focal constructs (perceived usefulness, perceived enjoyment, perceived ease of use, intention to use, fall-related self-efficacy, and self-avoidance goals) adapted to the VRH, which was designed to prevent falls.

RESULTS

The results of the structural equation modeling analysis showed that intention to use the VRH was positively predicted by perceived usefulness, perceived enjoyment, and perceived ease of use. Perceived usefulness of the VRH was also negatively predicted by fall-related self-efficacy (ie, the perceived level of confidence of an individual when performing daily activities without falling) and positively predicted by self-avoidance goals (ie, participating in a physical activity to avoid physical regression).

CONCLUSIONS

A better understanding of the initial acceptance among older adults of this VRH is the first step to involving older adults in intervention programs designed to prevent falls using this kind of device.

Confinement during Covid-19 outbreak modifies athletes' self-based goals

Because achievement goals are context-specific, the study first investigated the evolution of two achievement goals of 697 regular athletes, namely self-approach goals (improving oneself) and self-avoidance goals (avoiding regression), before and during the confinement situation and the physical exercise restrictions due to the Covid-19 outbreak. Secondly, we sought to examine the potential predicting role of self-approach and self-avoidance goals on athletes' intention to exercise during confinement, while self-avoidance goals were usually not related to this outcome in a more traditional context. Using a retrospective correlational design, the results of repeated measures ANOVA highlighted that self-approach goals scores decreased while self-avoidance goals scores increased and became the athletes' goals with the highest score during confinement. The results of hierarchical regression analyses showed that self-approach and self-avoidance goals were both found as positive predictors of intention to exercise during confinement. This study reinforces the assumptions that (a) a specific achievement setting encourages the adoption of different achievement goals (which was identified here with regular athletes in an unusual context of confinement), (b) self-avoidance goals are not always maladaptive, and (c) shifting among multiple goals according to the requirements of the situation may be beneficial.

Linking the Fit Between Achievement Goal Orientation and Learning Opportunities With Employee Well-Being and Absenteeism

Abstract. We examined the effects of a (mis)match between learning opportunities and individuals’ mastery goal orientation (GO; approach and avoidance) on well-being (i.e., job satisfaction, task enjoyment, need for recovery, and absenteeism). Data from a sample of 212 employees of an organization that provides guardianship for youngsters were collected and analyzed by means of polynomial regression and surface plot analysis. Our results indicate that a person's mastery GO enhances the positive effects of perceived learning opportunities. Hence, to foster employee well-being, organizations should not only provide ample learning opportunities but also foster a mastery GO. Theoretical and practical implications are discussed.

The Relationship Between Avoidance Goals and Goal Attainment: A Moderated Mediation Analysis

Purpose: The purpose of the study is to examine how the combination of "what" (e.g., mastery- and performance-avoidance goals) and "why" (e.g., external regulation) are related to sport participant's goal attainment. To examine this phenomenon, we used achievement goal theory (AGT) and self-determination theory (SDT). Past research has shown that avoidance goals generally are associated with negative outcomes. In this study, we hypothesized that avoidance goals would positively generate goal attainment through the pathway of effort. Moreover, the indirect association would be moderated by the level of external regulation. Method: Based on a sample of sport participants (N = 390), mediation and moderated mediation analyses were used to test the hypotheses. Result: Both mastery- and performance-avoidance goals were positively related to goal attainment through effort. These relationships were moderated at the value of high and moderate levels of external regulation. Conclusions: The results suggest that, in contrast to the general assumption, avoidance goals are not always detrimental. Rather, the research showed that the combination of avoidance goals and external regulation would be positively associated with goal attainment. This may be the reason that coaches' controlling behaviors (e.g., punishment or reward) are commonly utilized, and some people believe that external regulation is effective in sport. However, the relationships should be carefully interpreted because the associations should not last long and may be an unhealthy way to improve athletes' performance.

Development and validation of a scale assessing achievement goals in driving

Achievement goals have been a major topic of research for more than 30 years. Achievement goals represent what and why individuals want to achieve. This literature has provided a large body of research in many domains (e.g., education, sports, work), but no study has hitherto been conducted in the driving domain. Moreover, no scale was available to assess achievement goals in driving even though driving is an achievement context. Indeed, drivers' personal competence is engaged and continuously evaluated both by others and the drivers themselves. The present study seeks to fill these gaps. The aims of the study were to emphasize the interest of investigating achievement goals in car driving, to develop and validate a scale named Achievement Goal Questionnaire in Driving (AGQ-D), to compare this baseline model with five alternative models, to assess the gender invariance of the scale, and to study its concurrent validity using interest and self-efficacy in driving, accidents, at-fault accidents, emergency maneuvers, and fines. The results of the Confirmatory Factor Analysis showed the good psychometric properties of the scale completed by 420 French car drivers, in comparison with five alternative models. The scale was also invariant across gender. Finally, the results of the hierarchical regression analyses showed its concurrent validity. The most significant results highlighted that mastery-avoidance goals (i.e., to avoid being a bad driver and avoiding failing in driving task demands) negatively predicted self-reported accidents and at-fault accidents. Performance-approach goals (i.e., to outperform other drivers) also positively predicted self-reported emergency maneuvers. The AGQ-D is now a tool available to develop research in the driving domain and to extend the numerous advances already found in other domains.

Influence of functional, psychological, and environmental factors on falls among community-dwelling older adults in Hong Kong

AIM

The growth of the ageing population has been rapid. However, this ageing population is not homogeneous; individuals have different levels of functionality and psychosocial status, and some are members of at-risk or high-risk groups. As such, studies on the functional, psychological, and environmental factors of falls among community-dwelling older adults are imperative. By investigating the effect of life satisfaction, as well as environmental and functional factors, on falls among community-dwelling older adults in Hong Kong, this study aims to address this concern.

METHODS

The study recruited 249 participants. Both self-reported questionnaires and home safety assessments were administrated.

RESULTS

Logistic regression analysis showed that life satisfaction and instrumental activities of daily living were significant predictors of falls. Significant differences between fallers and non-fallers were found in functional and psychological areas. The presence of home hazards was low and not associated with falls in this population. However, this variable was negatively associated with life satisfaction and predicted by one of its domains, satisfaction of possession.

CONCLUSION

These results can help health-care and social service providers to identify the needs and types of support required for effective fall prevention and to better tailor and target community intervention for older adults.

Motivations for learning of family medicine residents trained in competency-based education

BACKGROUND AND OBJECTIVE

Family physicians regularly encounter clinical uncertainty and ambiguity and thus, are expected to engage in on-going learning to respond to changing needs of family practice. Using Achievement Goal Theory, the objective of this study was to examine motivations for learning of family medicine residents in a competency-based program.

METHOD

This was a cross-sectional study, employing a survey methodology with family medicine residents at the mid-point of training at a Canadian university. Multivariate analyses of variance and covariance were used to examine residents' goal orientations (performance approach, mastery approach, performance avoidance, mastery avoidance) for the group as a whole and to test for the effects of residents' gender and program stream (urban/rural), respectively.

RESULTS

A total of 52 (67%) residents completed the survey. Overall, residents scored highest on mastery approach and lowest on performance avoidance, thus, exhibiting adaptive motivations for learning. Male residents demonstrated higher levels of performance approach, performance avoidance, and mastery avoidance than female residents. No significant differences in goal orientations were found between urban and rural residents.

CONCLUSIONS

Family medicine residents trained in the culture of competency-based education appear to be mastery approach oriented. This motivation orientation is critical in the dynamic practice of family medicine and is consistent with the life-long learning mandate of the medical profession.

Building on the Enriched Hierarchical Model of Achievement Motivation: Autonomous and Controlling Reasons Underlying Mastery Goals

Two motivational theories - the Achievement Goal Theory and Self-Determination Theory - have recently been combined to explain students' motivation, making it possible to study the "what" and the "why" of learners' achievement strivings. The present study built on this approach by (a) investigating whether the distinction between autonomous or volitional and controlling or pressuring reasons can be meaningfully applied to the adoption of mastery-avoidance goals, (b) investigating the concurrent and prospectiverelations between mastery-avoidance goals and their underlying reasons and learning strategies when mastery-approach goals and their underlying reasons were also considered, and by (c) incorporating psychological need experiences as an explanatory variable in the relation between achievement motives (i.e., the motive to succeed and motive to avoid failure) and both mastery goals and their underlying reasons. In two Turkish university students samples (N = 226, M_age = 22.36; N = 331, M_age = 19.5), autonomous and controlling reasons appeared applicable to mastery-avoidance goals and regression and path analysis further showed that mastery-avoidance goals and their underlying autonomous reasons fail to predicted learning strategies over and above the pursuit of mastery-approach goals and their underlying reasons. Finally, need experiences were established as mediators between achievement motives and both mastery goals and their underlying reasons.