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Wu CC. Effects of achievement goals on learning interests and mathematics performances for kindergarteners. Front Psychol 2023; 14:1156098. [PMID: 37265952 PMCID: PMC10231639 DOI: 10.3389/fpsyg.2023.1156098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 03/30/2023] [Indexed: 06/03/2023] Open
Abstract
Background Studies have investigated the effects of achievement goals on learning interests and mathematics performance above the elementary-school level. However, few studies have explored this topic among kindergarteners based on sound theoretical frameworks. Methods Through the enrollment of 15 kindergarten teachers and 180 kindergarteners, this study re-validated newly developed measurements of kindergarteners' achievement goals and learning interests and used these measures to further clarify the effects of achievement goals on learning interests and mathematics performances using structural equation modeling. Results The results indicate that (1) task-approach goals have positive effects on situational interest and advanced arithmetic performance, whereas task-avoidance goals have positive effects on individual interest. (2) Self-based goals have null effects on most learning interests and mathematics performance, but they have significant negative effects on numbering and counting performance. However, most of these null effects represent negative tendencies. (3) Other-approach goals have positive effects on situational interest and basic arithmetic performance, whereas other-avoidance goals have null effects on these outcomes but have an almost significant positive effect on numbering and counting performance. (4) Task-based goals and self-approach goals are generally beneficial for learning interests and mathematics performance. Conclusion These results suggest that task-based goals and other-approach goals may be implemented with consideration of the potential long-term detrimental effects of social comparison on learning outcomes. Furthermore, possible negative effects of self-based goals must be monitored to prevent them from undermining learning outcomes. This study revealed consistent, inconsistent, and new evidence that, respectively, verifies, complements, and contradicts findings on the learning outcomes of students above the elementary-school level.
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Beik A, Cho Y. Effects of goal orientation on online learning: A meta-analysis of differences in Korea and US. CURRENT PSYCHOLOGY 2023; 43:1-11. [PMID: 36855640 PMCID: PMC9951161 DOI: 10.1007/s12144-023-04389-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/07/2023] [Indexed: 03/02/2023]
Abstract
This meta-analysis examines the correlation between goal orientation and related variables in online learning to examine the influence of individual goal orientation on online learning as well as the differences arising from diverse cultural backgrounds. The study analyzed 27 papers from 2000 to 2022, comprising 8 US and 19 Korean studies. The average effect size of goal orientation and related variables, such as learning satisfaction, self-efficacy, and task value, were also analyzed. In addition, moderating effect according to the country and type of goal orientation was examined to evaluate differences arising from cultures. It was found that learning immersion, learning participation, and intention to continue learning, showed a high average effect size with goal orientation, with the other related variables also demonstrating a significant average effect size. There was no moderating effect of the state in the relationship between goal orientation and academic achievement, although a moderating effect existed according to the type of goal orientation. Based on the results of this study, we analyzed the variables that can reinforce learning along with goal orientation in online learning situations. Therefore, our findings will help formulate various educational support directions that can lead students to successfully gain knowledge through online learning, which has been growing expeditiously in the wake of the COVID-19 pandemic.
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Affiliation(s)
- Ahrong Beik
- Ewha Womans University, 314, Helen Hall, 52, Ewhayeodae-Gil, Seodaemun-Gu, Seoul, Republic of Korea
| | - Younghee Cho
- Department of Special Education, Baekseok University, 1, Baekseokdaehak-Ro, Dongnam-Gu, Cheonan-Si, Chungcheongnam-Do Republic of Korea
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Wu CC. Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners. CHILDREN (BASEL, SWITZERLAND) 2022; 9:1765. [PMID: 36421214 PMCID: PMC9688756 DOI: 10.3390/children9111765] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 11/13/2022] [Accepted: 11/14/2022] [Indexed: 07/29/2023]
Abstract
A decade ago, achievement goal theorists argued that mastery-based goals in the traditional theoretical framework can be theoretically differentiated into task-based goals and self-based goals; and they proposed the 3 × 2 achievement goal model to understand students' achievement motivation. This new theoretical model has received increasing attention, and it has been demonstrated by several empirical studies on school-aged student samples through analyzing concurrently derived data. Recently, researcher has preliminary demonstrated the new theoretical model on kindergarten sample. It is unclear whether there was a discriminant utility of these goals for kindergartener sample through analyzing their concurrent and predictive effects on learning outcomes. The main purposes of this study were to investigate discriminant utility of task-based goals and self-based goals through examining their concurrent and predictive effects on mathematics performances. A total of 59 kindergarteners aged 5 years consented to participating in this study. Results showed: (1) The discriminant utility of task-approach goal and self-approach goal was only demonstrated on predictive arithmetic performance. (2) The discriminant utility of task-avoidance goal and self-avoidance goal was demonstrated on both concurrent and predictive counting performances. Implications for advancing achievement goal theory, future research, and practice are discussed at the end of the article.
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Affiliation(s)
- Chung-Chin Wu
- Department of Early Childhood Education, National Pingtung University, Pingtung 900391, Taiwan
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Han CW. Structural relations among achievement goals, perceptions of classroom goals, and grit. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02891-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Reciprocal relations between achievement goals and academic performance in a collectivist higher education context: a longitudinal study. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s10212-021-00572-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Self-perceptions and Engagement in Low-Socioeconomic Elementary School Students: The Moderating Effects of Immigration Status and Anxiety. SCHOOL MENTAL HEALTH 2020. [DOI: 10.1007/s12310-020-09360-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Cho E, Lee M, Toste JR. Does perceived competence serve as a protective mechanism against performance goals for struggling readers? Path analysis of contextual antecedents and reading outcomes. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.05.017] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Berger N, Archer J. Qualitative insights into the relationship between socioeconomic status and students’ academic achievement goals. SOCIAL PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s11218-018-9442-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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REFERENCES. Monogr Soc Res Child Dev 2017. [DOI: 10.1111/mono.12337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Rocchino GH, Dever BV, Telesford A, Fletcher K. Internalizing and externalizing in adolescence: the roles of academic self-efficacy and gender. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22045] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Dever BV, Kim SY. Measurement Equivalence of the PALS Academic Self-Efficacy Scale. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2016. [DOI: 10.1027/1015-5759/a000331] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. There is consistent evidence of the importance of academic self-efficacy beliefs within educational research, as they are linked to critical academic outcomes. Ethnic and gender differences in academic self-efficacy have been found in nations outside of the United States, suggesting differences in how individual students perceive their academic abilities. However, if researchers are interested in making mean-level comparisons of academic self-efficacy across diverse subpopulations of students, it is imperative to assess the measurement equivalence of the scale used across these subgroups prior to drawing any conclusions based on score inferences. The current study assessed the measurement invariance of the academic self-efficacy scale of the Patterns of Adaptive Learning Scales (PALS; Midgley et al., 2000 ) across gender and race among 4,148 high school students in the Southeastern US. The results indicated partial measurement invariance across African American females, African American males, Caucasian females, and Caucasian males, providing initial support for the same factor structure across groups. However, caution should be taken in considering any mean-level differences, as support for only weak invariance was found.
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Berger N, Archer J. School socio-economic status and student socio-academic achievement goals in upper secondary contexts. SOCIAL PSYCHOLOGY OF EDUCATION 2015. [DOI: 10.1007/s11218-015-9324-8] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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School Transitions and African American Youth. ACTA ACUST UNITED AC 2015. [DOI: 10.1108/s0749-7423(2012)0000017005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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Scott KM, Barbarin OA, Brown JM. From higher order thinking to higher order behavior: exploring the relationship between early cognitive skills and social competence in black boys. THE AMERICAN JOURNAL OF ORTHOPSYCHIATRY 2013; 83:185-193. [PMID: 23889011 DOI: 10.1111/ajop.12037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
This study examines the relations of higher order (i.e., abstract) thinking (HOT) skills to specific domains of social competence in Black boys (n = 108) attending publicly sponsored prekindergarten (pre-K) programs. Data for the study were collected as part of the National Center for Early Development and Learning (NCEDL) Multi-State Study, a national, longitudinal study examining the quality and outcomes in a representative sample of publicly sponsored pre-K programs in six states (N = 240). Pre-K and kindergarten teachers rated randomly selected children on measures of abstract thinking, self-regulation, and social functioning at the beginning and end of each school year. Applying structural equation modeling, compared with earlier time points, HOT measured in the fall of kindergarten significantly predicted each of the domains of social competence in the spring of kindergarten, with the exception of peer social skills, while controlling for general cognitive ability. Results suggest that early intervention to improve HOT may be an effective and more focused approach to address concerns about Black boys' early social competencies in specific domains and potentially reduce the risk of later social difficulties.
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Affiliation(s)
- Kristin M Scott
- Department of Psychology, Tulane University, New Orleans, LA 70118, USA.
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Rice L, Barth JM, Guadagno RE, Smith GPA, McCallum DM. The role of social support in students' perceived abilities and attitudes toward math and science. J Youth Adolesc 2012; 42:1028-40. [PMID: 22890901 DOI: 10.1007/s10964-012-9801-8] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2012] [Accepted: 07/25/2012] [Indexed: 11/25/2022]
Abstract
Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students' pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects.
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Affiliation(s)
- Lindsay Rice
- Psychology Department, University of Alabama, Tuscaloosa, AL 35487-0348, USA.
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Fantuzzo J, LeBoeuf W, Rouse H, Chen CC. Academic achievement of African American boys: a city-wide, community-based investigation of risk and resilience. J Sch Psychol 2012; 50:559-79. [PMID: 23040755 DOI: 10.1016/j.jsp.2012.04.004] [Citation(s) in RCA: 54] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2011] [Revised: 02/10/2012] [Accepted: 04/26/2012] [Indexed: 01/23/2023]
Abstract
In light of persistent Black-White achievement gaps for boys, this study examined publicly monitored risks believed to be associated with being behind academically for an entire subpopulation of African American boys in a large urban public school district. Also examined were indicators of academic engagement hypothesized to mediate the relations between risks and low achievement. Findings indicated that the Black-White achievement gap for boys was matched by a comparable difference in risk experiences. Multilevel linear regression models controlling for poverty found that both the type and accumulation of risk experiences explained a significant amount of variation in reading and mathematics achievement for the subpopulation of African American boys. Socio-familial risks were related to the poorest academic outcomes. Academic engagement indicators significantly mediated relations between risks and achievement. Implications of this research for collective school and community actions to make race, gender, and place matter in educational public policy were discussed.
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Affiliation(s)
- John Fantuzzo
- University of Pennsylvania Graduate School of Education, Philadelphia, PA 19104, USA.
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O’Keefe PA, Ben-Eliyahu A, Linnenbrink-Garcia L. Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth. MOTIVATION AND EMOTION 2012. [DOI: 10.1007/s11031-012-9293-6] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Jose PE, Bellamy MA. Relationships of Parents’ Theories of Intelligence With Children’s Persistence/Learned Helplessness. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2011. [DOI: 10.1177/0022022111421633] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The present study employed the learned helplessness paradigm to explore the possibility that culturally based parent beliefs influence the way in which young children approach academic tasks. Children, aged between 7 and 8 years, from New Zealand, the United States of America, China, and Japan participated in three different school-related tasks. Each of the tasks contained three levels, varying from easy to hard. Success was prevented for the medium and hard levels, allowing for exploration of child reactions to failure. The results revealed that parental support of the incremental theory of intelligence was indirectly and positively related to high child persistence in the Asian culture. Furthermore, parents’ reports of their own reactions to frustrating events and efforts to encourage their children operated as mediators in both cultures, although in somewhat different ways between the Asian and Western cultures.
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Affiliation(s)
- Paul E. Jose
- Victoria University of Wellington, Wellington, New Zealand
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Peña ED, Reséndiz M, Gillam RB. The role of clinical judgements of modifiability in the diagnosis of language impairment. ACTA ACUST UNITED AC 2009. [DOI: 10.1080/14417040701413738] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Marzooghi R, Sheikholes R, Shamshiri B. Comparing Achievement Goal Orientations of Iranian Gifted and Nongifted Schoolchildren. ACTA ACUST UNITED AC 2009. [DOI: 10.3923/jas.2009.1990.1993] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Gonida EN, Voulala K, Kiosseoglou G. Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. LEARNING AND INDIVIDUAL DIFFERENCES 2009. [DOI: 10.1016/j.lindif.2008.04.002] [Citation(s) in RCA: 66] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Kulikowich JM, Edwards MN. Analyzing change in school psychology research. PSYCHOLOGY IN THE SCHOOLS 2007. [DOI: 10.1002/pits.20245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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Perceptions of parent goals and their contribution to student achievement goal orientation and engagement in the classroom: Grade-level differences across adolescence. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2007. [DOI: 10.1007/bf03173687] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Patterns of Middle School Adjustment and Ninth Grade Adaptation of Rural African American Youth: Grades and Substance Use. J Youth Adolesc 2007. [DOI: 10.1007/s10964-007-9167-5] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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The relationship between relative levels of motivation and intrapersonal, interpersonal, and academic functioning among older adolescents. J Sch Psychol 2006. [DOI: 10.1016/j.jsp.2006.03.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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