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Nadon L, Morin AJS, Olivier E, Archambault I, Smodis McCune V, Tóth-Király I. A longitudinal person-centered representation of elementary students' motivation: Do perceptions of parent and teacher achievement goals matter? J Sch Psychol 2023; 100:101228. [PMID: 37689436 DOI: 10.1016/j.jsp.2023.101228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 05/01/2023] [Accepted: 07/14/2023] [Indexed: 09/11/2023]
Abstract
This study utilized a longitudinal person-centered approach to investigate how children's achievement goals combine with the goals held for them by their parents and teachers to form unique achievement goal profiles among a sample of 619 elementary school students (Mage = 9.782; 52.5% female; 79.2% first- and second-generation immigrants) from low SES ethnically diverse neighborhoods. Our results revealed four distinct profiles that proved to be identical from one school year to the next: (a) Low on all Goals, (b) High on all Goals, (c) Mastery-Oriented, and (d) Low Mastery Goals. Students' membership in these profiles was moderate to highly stable over time. Moreover, all profiles were marked by a correspondence between student, parent, and teacher goals, suggesting that elementary students may come to develop a global understanding of the various goal-related messages present in their environment. Higher perceived competence in core academic subjects was associated with membership into profiles characterized by high levels of mastery goals. The Mastery-Oriented profile fared best in terms of academic achievement and anxiety, whereas the Low Mastery Goals profile fared the worst. This Low Mastery Goals profile was unique to our study and represented the largest profile, which could be related to the socioeconomic status of our sample. Our findings provide information regarding the nature and stability of achievement goal profiles among elementary school students and offer new insights into how children interpret goal-related messages in their environment.
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Affiliation(s)
- Lindsey Nadon
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - Alexandre J S Morin
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada.
| | - Elizabeth Olivier
- Faculté des sciences de l'éducation, Département de psychopédagogie et d'andragogie, Université de Montréal, Canada
| | | | - Victoria Smodis McCune
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
| | - István Tóth-Király
- Substantive Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, Montreal, Canada
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Fejes JB. Unpacking classroom goal structures based on students’ own words. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-022-09753-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
AbstractAchievement goal theory research, which investigates students’ perceptions of the classroom climate, has mainly focused on teacher practices from a deductive perspective. However, this appears to hinder a fuller understanding of all the factors that influence students’ perceptions of the classroom goal structures (CGS). Therefore, using a combination of inductive and deductive approaches, a series of three studies was conducted to identify new elements in students’ perceptions of CGS in relation to mathematics. In Study 1 (N = 340, 5th–7th graders), a self-reporting Hungarian-language questionnaire was developed to measure CGS. In Study 2 (N = 250, 7th graders), the same questionnaire was supplemented with open-ended questions about the classroom climate. Based on a qualitative analysis of these open-ended questions, new scales, one each for the factors of helping peers, recognition by peers, and image of the classroom community, were created in Study 3 (N = 438, 6th–8th graders) to explore their relationship to classroom goal structures. Factor analysis confirmed the expected structure, except for recognition by peers, which had to be divided into two factors with the new construct known as teasing peers. Findings confirm the relevance of a combined, inductive–deductive approach in examining CGS.
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Culture, Motivation, Self-Regulation, and the Impactful Work of Dennis M. McInerney. EDUCATIONAL PSYCHOLOGY REVIEW 2023; 35:28. [PMID: 36910330 PMCID: PMC9984761 DOI: 10.1007/s10648-023-09743-3] [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: 11/18/2022] [Indexed: 03/06/2023]
Abstract
This tribute celebrates the distinguished scholarship and extraordinary life of Dennis Michael McInerney, who passed away in Hong Kong on May 20th, 2022. It is a testimony of his impact on our professional and personal lives while highlighting the multitude and depth of his scholarly contributions. McInerney was one of those thinkers who invited us to reconsider how we conceptualize, assess, and apply scientific investigations in our teaching and learning practices. He authored and co-authored numerous widely used books and published numerous research articles in peer-refereed journals. During his remarkable career, McInerney dedicated a significant part to researching the problems associated with studying culture and uncovering how culture is a missing link in most motivation research. He believed there was a noteworthy need to conduct Indigenous educational research to understand the extent to which mainstream motivation theories apply to culturally diverse groups and stand up to cross-cultural testing scrutiny. McInerney's influence and impact will transcend future generations of research, given the gravity of his scholarly contributions.
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Guo F, Zhang Y, Wu Z. Mobile-assisted vocabulary learning through the Shanbay App outside the classroom: Effects of self-regulation and peer scaffolding. Front Psychol 2022; 13:993224. [PMID: 36275283 PMCID: PMC9583384 DOI: 10.3389/fpsyg.2022.993224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 08/26/2022] [Indexed: 11/13/2022] Open
Abstract
Recent decades have witnessed an increasing academic interest in mobile-assisted vocabulary learning. To explore the possible influencing factors on learning outcomes, this study aimed at examining the effects of self-regulation and peer scaffolding on mobile-assisted vocabulary learning among undergraduate students using Shanbay App beyond the classroom. To this end, altogether 71 intermediate-level English learners aged 17–19 years were chosen as participants, with 37 in the experimental group (with peer scaffolding) and 34 in the control group (without peer scaffolding). Data were collected through the Shanbay App regarding participants’ vocabulary learning performance, a self-regulation questionnaire and semi-structured interviews. The results of factorial ANOVA revealed that peer scaffolding significantly affected mobile vocabulary learning in terms of the days spent in vocabulary learning and the sum of words participants have learned; a main effect of self-regulation and an interaction effect of self-regulation and peer scaffolding were also observed on the sum of learned words. The research is innovative in providing a motivational peer scaffolding framework in mobile vocabulary learning settings, and may provide pedagogical implications for vocabulary teaching in EFL context in higher education.
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Goal Complexes: a New Approach to Studying the Coordination, Consequences, and Social Contexts of Pursuing Multiple Goals. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09701-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Tan SH, Liem GAD, Ramos RL, Elliot AJ, Nie Y, Pang JS. Goal complexes: Integrating achievement goals as standards and self-attributed motives as reasons underlying goal pursuit. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09699-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02331-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Kim YE, Yu SL, Wolters CA, Anderman EM. Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102018] [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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Sun M, Du J, Xu J. Are homework purposes and student achievement reciprocally related? A longitudinal study. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00447-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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The social contagion of work avoidance goals in school and its influence on student (dis)engagement. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2021. [PMCID: PMC7786341 DOI: 10.1007/s10212-020-00521-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023]
Abstract
Work avoidance goals, which refer to wanting to do as little as possible in school, are detrimental to school success. Given its maladaptive nature, studies have investigated the antecedents of work avoidance, such as the role of personal characteristics and social-contextual factors. The influence of one’s classmates, however, remains under-explored. Drawing from social contagion research, we examined whether work avoidance goals spread among classmates. Questionnaires were administered to 1524 adolescent students nested within 50 classes. Two waves of data were collected one semester apart. Multilevel modeling was used to analyze the data. Results showed that a student’s work avoidance in Time 2 was predicted by his/her classmates’ work avoidance in Time 1. These results held even after controlling for one’s own Time 1 work avoidance. Moreover, work avoidance goals led to higher levels of disengagement and lower levels of engagement. The findings demonstrate that work avoidance goals are socially contagious and that they have negative consequences for students’ engagement. This study extends our theoretical understanding of work avoidance by highlighting the vital role played by one’s classmates in shaping students’ avoidance of schoolwork and the deleterious consequences that come with it.
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Individual differences in adolescents’ willingness to invest cognitive effort: Relation to need for cognition, motivation and cognitive capacity. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2020.100978] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Goagoses N, Itenge H, Winschiers-Theophilus H, Koglin U. The influence of social achievement goals on academic engagement: a cross-sectional survey in a Namibian primary school. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1177/0081246320957291] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Achievement goal researchers have primarily focused on mastery and performance goals, while goals concerning the social reasons for wanting to achieve academically have only been minimally explored. The aim of the current study was to extend previous research, by investigating the influence of social achievement goals on different types of academic engagement. Namibian primary school students ( N = 117) answered questionnaires regarding their mastery, performance, and work avoidance achievement goals, their social achievement goals (i.e., affiliation, approval, concern, responsibility, status), and their academic engagement (i.e., behavioral, emotional, agentic). Hierarchical regression analyses, that controlled for the effects of mastery, performance, and work avoidance achievement goals, prior achievement, as well as grade-level, revealed that social achievement goals were able to account for a significant additional proportion of variance in engagement. Social status goals predicted behavioral engagement, while social concern goals predicted emotional and agentic engagement. Our findings indicate that social achievement goals are a distinct construct that can contribute to the current understanding of student motivation and academic engagement.
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Affiliation(s)
| | - Helvi Itenge
- Namibia University of Science and Technology, Namibia
| | | | - Ute Koglin
- Carl von Ossietzky University of Oldenburg, Germany
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Lee YK, Cho E, Roseth CJ. Interpersonal predictors and outcomes of motivational profiles in middle school. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101905] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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14
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De Smedt F, Graham S, Van Keer H. “It takes two”: The added value of structured peer-assisted writing in explicit writing instruction. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2019.101835] [Citation(s) in RCA: 8] [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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King RB, McInerney DM. Family-support goals drive engagement and achievement in a collectivist context: Integrating etic and emic approaches in goal research. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.04.003] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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16
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Grund A, Senker K. Motivational foundations of self-control and mindfulness and their role in study–leisure conflicts. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.10.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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17
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The role of social-academic goals in Chinese students’ self-regulated learning. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s10212-018-0404-y] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Jia L, Hirt ER, Koh AHQ. How to Have Your Cake and Eat It Too: Strategic Indulgence in Big-Time Collegiate Sports Among Academically Successful Students. SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE 2018. [DOI: 10.1177/1948550618789403] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Past research on academic success emphasizes the need to avoid pleasurable nonacademic activities. In the context of enjoying big-time collegiate sports, we examined the notion that students, especially academically successful ones, may strategically indulge in sports games to resolve the conflict with academic pursuit. After confirming that high- (vs. low-) grade point average (GPA) students indeed found game-related activities less disruptive ( Npilot = 325), we proceeded to study whether strategic indulgence or single-minded avoidance was their preferred means to resolve the game–study conflict. High- (vs. low-) GPA students exhibited three features of strategic indulgence. They were more sensitive to the goodness of the opportunity to partake in collegiate sports ( NStudy1 = 216), engaged in compensatory planning to study on nongame days ( NSudy2 = 409), and actively engaged and enjoyed the game-related activities ( Nstudy3 = 530). These results suggest that understanding strategic indulgence in tempting activities would enrich our knowledge of long-term goal pursuit.
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Affiliation(s)
- Lile Jia
- National University of Singapore, Singapore
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Nikitskaya M, Tolstykh N. Foreign studies of learning motivation: XXI century. СОВРЕМЕННАЯ ЗАРУБЕЖНАЯ ПСИХОЛОГИЯ 2018. [DOI: 10.17759/jmfp.2018070210] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The article provides an overview of foreign (Western) researches in the field of academic motivation conducted in the United States, Europe and Canada over the past two decades. It presents the main provisions of the twelve most influential theories: Control-value theory of achievement emotions, Achievement goal theory, Attribution theory, Expectancy-value theory, Goal-setting theory, Theory of interest, Need for achievement theory, Possible selves theory, Self-determination theory, Self-efficacy theory, Social belongingness theory, Transformative experience theory, and also the Implicit theories of intelligence. Some of these theories appeared long ago, often more than half a century ago, but were subsequently expanded and/or modified. Some are articulated in recent years. In most theories of great importance is attached to the role of cognitions and cognitive processes in the process of learning, to the role of goal-setting, emotions in general, as well as to the student's identity and his/her relationships with parents, teachers and peers
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Students’ multiple state goals as a function of appraisals, trait goals, and their interactions. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.09.006] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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21
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Litalien D, Morin AJ, McInerney DM. Generalizability of achievement goal profiles across five cultural groups: More similarities than differences. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2017. [DOI: 10.1016/j.cedpsych.2017.08.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Dawes M, Chen CC, Farmer TW, Hamm JV. Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology. J Youth Adolesc 2017; 46:2273-2288. [PMID: 28508249 DOI: 10.1007/s10964-017-0688-2] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2017] [Accepted: 05/02/2017] [Indexed: 11/28/2022]
Abstract
Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N = 1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims' perceptions were similar to nonvictims with key differences being convergent victims' greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims' greater willingness to protect peers and expectations for more peers to encourage bulling against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed.
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Affiliation(s)
- Molly Dawes
- School of Education, College of William and Mary, Williamsburg, VA, USA.
| | - Chin-Chih Chen
- School of Education, Virginia Commonwealth University, Richmond, VA, USA
| | - Thomas W Farmer
- School of Education, College of William and Mary, Williamsburg, VA, USA
| | - Jill V Hamm
- School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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Takashiro N. Asian international graduate students’ extrinsic motivation to pursue degrees. PSYCHOLOGICAL THOUGHT 2017. [DOI: 10.5964/psyct.v10i1.199] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
The author examined the types of extrinsic motivation for Asian international graduate students pursuing graduate degrees. The theoretical framework used was extrinsic motivation within Self-Determination Theory. Even though the presence of Asian international graduate students is steadily increasing worldwide, research into their extrinsic motivation is scarce. It is important for educators to explore and understand Asian international graduate students’ extrinsic motivation since such students would provide unique, distinctive cultural aspects in the classroom in their host countries. The research design employed was qualitative. Semi-structured interviews were conducted with 10 graduate students from four Asian countries. The identified themes were a) faculty influence, b) personal recognition, and c) utility for careers. Asian international graduate students expressed that their ultimate extrinsic motivation was to get professional jobs in academia. The author discussed the implications of these findings for instructors.
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Meisel SN, Colder CR. Social Goals Impact Adolescent Substance Use through Influencing Adolescents' Connectedness to Their Schools. J Youth Adolesc 2017; 46:2015-2027. [PMID: 28315188 DOI: 10.1007/s10964-017-0655-y] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2017] [Accepted: 03/02/2017] [Indexed: 11/24/2022]
Abstract
Although developmental models of risk behavior highlight the role of school connectedness in the etiology of adolescent substance use, no studies to our knowledge have assessed longitudinal mediational models examining how adolescents form bonds to their school, and how the quality of those bonds relate to substance use. To address this gap, the current study used four waves of data, spanning ages 11-16 (grades 5-11), to examine the association between individual differences in agentic (Dominance/Power) and communal (Nurturance/Affiliation) social goals and school connectedness, and in turn, whether levels of school connectedness are associated with substance use. The community sample (N = 387, 55% female) was assessed annually and included non-Hispanic Caucasian (83.1%), African American (9.1%), Hispanic (2.1%), and Asian (1.0%), as well as youth of mixed ethnicity (4.7%). The results supported a mediational pathway whereby agentic goals were associated with low levels of school connectedness, which, in turn, were associated with high levels of substance use. Counter to our hypotheses, no association was found between communal goals and school connectedness. These findings provided initial evidence for the important role social goals play in shaping an adolescent's connectedness to their school and risk for substance use.
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Affiliation(s)
- Samuel N Meisel
- Department of Psychology, State University of New York at Buffalo, 320 Park Hall, Buffalo, NY, 14260-4110, USA.
| | - Craig R Colder
- Department of Psychology, State University of New York at Buffalo, 227 Park Hall, Buffalo, NY, 14260-4110, USA
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Hofer M, Fries S, Grund A. Multiple Ziele und Lernmotivation: Das Forschungsprogramm „Theorie motivationaler Handlungskonflikte“. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2017. [DOI: 10.1024/1010-0652/a000197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Der Beitrag berichtet über das Forschungsprogramm „Theorie motivationaler Handlungskonflikte“, das Situationen behandelt, in denen Personen zwei gleichwertige Ziele verfolgen. Die Theorie wird an Lernenden untersucht, die Konflikte zwischen schulischen und außerschulischen Zielen erleben. Diese Konflikte spiegeln prototypisch die gesellschaftlich relevante Konkurrenz zwischen wohlbefindens- und leistungsbezogenen Werten und Zielen wider. Mit dem Anstreben von Zielen zeigen Lernende an, dass sie ihre altersspezifischen Entwicklungsaufgaben bearbeiten. Die Theorie spezifiziert die Interferenz von Anreizen der nichtgewählten Handlung mit der Ausübung der gewählten Lern- oder Freizeithandlung. In quer- und längsschnittlichen-, Experience-Sampling- sowie experimentellen Studien wird gezeigt, dass motivationale Interferenz Leistung und affektives Wohlbefinden der Lernenden beeinträchtigen kann. Bei den Bedingungen motivationaler Interferenz stehen gesellschaftlich vermittelte Werte der Leistung und des Wohlbefindens im Mittelpunkt. Wir schlagen Maßnahmen zur Minimierung von Zielkonflikten und zur Herstellung einer ausgewogenen Zeitverteilung auf verschiedene Lebensbereiche vor.
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Affiliation(s)
| | - Stefan Fries
- Fakultät für Psychologie und Sportwissenschaft, Abteilung für Psychologie, Universität Bielefeld
| | - Axel Grund
- Fakultät für Psychologie und Sportwissenschaft, Abteilung für Psychologie, Universität Bielefeld
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King RB. Gender differences in motivation, engagement and achievement are related to students' perceptions of peer—but not of parent or teacher—attitudes toward school. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.10.006] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Takashiro N. What are the relationships between college students’ goal orientations and learning strategies? PSYCHOLOGICAL THOUGHT 2016. [DOI: 10.5964/psyct.v9i2.169] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Few studies have been done to examine the relationships between students’ goal orientations (or achievement motivation) and their learning strategies with case studies. This study examined how five educational psychology students’ goal orientations would influence their learning strategies with a semi-structured interview method. The results showed that all students who used complex, multidimensional goal orientations also used versatile learning strategies depending on their specific needs in class. The findings showed that some exhibited goal orientations (mastery/performance) and other unusual goal orientations, were inconsistent with the extant literature. These dimensions were not clear-cut as in other quantitative methods. With regards to learning strategies, the common learning strategies were seeking help and rehearsal learning strategies. Students altered their learning strategies to their perceived optimal learning strategies based on their learning experiences in the past. The implication for classroom practice was that instructors could incorporate different tasks and assignments in order to motivate, encourage students’ use of multiple learning strategies and goal orientations.
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Zhang Y, Watermann R, Daniel A. Are multiple goals in elementary students beneficial for their school achievement? A latent class analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2016.08.023] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Elliot AJ, Gable SL, Mapes RR. Approach and Avoidance Motivation in the Social Domain. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2016; 32:378-91. [PMID: 16455864 DOI: 10.1177/0146167205282153] [Citation(s) in RCA: 153] [Impact Index Per Article: 19.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This research put Gable’s (in press) hierarchical model of approach-avoidance social motivation to empirical test using newly developed measures of friendship-approach and avoidance goals. The results from Study 1 supported the psychometric soundness of the new goal measures and showed the anticipated differential predictive patterns for the two goals. The results from Study 2 provided further evidence of the psychometric soundness of the new goal measures and provided support for the full hierarchical model in longitudinal analyses of subjective well-being and physical symptomotology. Implications of the present research for understanding motivation both within and beyond the social domain are discussed.
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Affiliation(s)
- Andrew J Elliot
- Department of Psychology, University of Rochester, Rochester, NY 14627, USA.
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Relations Between Goal-Orientation Profiles and Teacher Efficacy, Psychological Well-Being, and Job Satisfaction in Early Childhood and Elementary School Teachers: Using Latent Profile Analysis. ADONGHAKOEJI 2016. [DOI: 10.5723/kjcs.2016.37.2.169] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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Hoferichter F, Raufelder D, Eid M. Socio-motivational moderators-two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students. Front Psychol 2015; 6:1675. [PMID: 26583000 PMCID: PMC4628112 DOI: 10.3389/fpsyg.2015.01675] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2015] [Accepted: 10/16/2015] [Indexed: 12/01/2022] Open
Abstract
The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.
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Affiliation(s)
- Frances Hoferichter
- Department of Education and Psychology, Free University of Berlin, Berlin, Germany
| | - Diana Raufelder
- Department of Educational Science, Ernst-Moritz-Arndt-Universität Greifswald, Greifswald, Germany
| | - Michael Eid
- Department of Education and Psychology, Free University of Berlin, Berlin, Germany
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Liem GAD. Academic and social achievement goals: Their additive, interactive, and specialized effects on school functioning. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 86:37-56. [DOI: 10.1111/bjep.12085] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2014] [Revised: 06/01/2015] [Indexed: 11/30/2022]
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Luo W, Lee K, Koh ICH. Do competitive performance goals and cooperative social goals conflict? A latent interaction analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.03.013] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Harnessing the power of motivational factors for optimizing the educational success of remote indigenous students: a cross-cultural study. ACTA ACUST UNITED AC 2015. [DOI: 10.1108/s1479-3644(2013)0000014004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
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Nasser R. Social Motivation in Qatari Schools and their Relation to School Achievement. Psychol Rep 2014; 115:584-606. [DOI: 10.2466/21.11.pr0.115c24z3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study assessed the relation between school-social motivation and student academic achievement. A factor analysis was performed on a set of school-social items selected a priori from three measures of school motivation: the Inventory of School Motivation, the General Achievement Goals Orientation Scale, and the Facilitating Conditions Scale. Three factors with fewer items represented Global Motivation, Peer Help, and Social Power. Hierarchical regression analysis showed social motivation measures were weak predictors of achievement scores in the various content areas. Findings are discussed in the context of Qatari education and culture.
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A cross-cultural analysis of achievement and social goals among Chinese and Filipino students. SOCIAL PSYCHOLOGY OF EDUCATION 2014. [DOI: 10.1007/s11218-014-9251-0] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Shim SS, Finch WH. Academic and social achievement goals and early adolescents' adjustment: A latent class approach. LEARNING AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.lindif.2013.10.015] [Citation(s) in RCA: 46] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Smith JL, Deemer ED, Thoman DB, Zazworsky L. Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research. MOTIVATION AND EMOTION 2013. [DOI: 10.1007/s11031-013-9388-8] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Belland BR, Kim C, Hannafin MJ. A Framework for Designing Scaffolds That Improve Motivation and Cognition. EDUCATIONAL PSYCHOLOGIST 2013; 48:243-270. [PMID: 24273351 PMCID: PMC3827669 DOI: 10.1080/00461520.2013.838920] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed.
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Affiliation(s)
- Brian R. Belland
- Instructional Technology and Learning Sciences, Utah State University
- Correspondence should be addressed to Brian R. Belland, Instructional Technology and Learning Sciences, Emma Eccles Jones College of Education & Human Services, Utah State University, 2830 Old Main Hill, Logan, UT 84322. E-mail:
| | - ChanMin Kim
- Learning, Design, and Technology, University of Georgia
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Schwinger M. Structure of academic self-handicapping — Global or domain-specific construct? LEARNING AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.lindif.2013.07.009] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Vandercammen L, Hofmans J, Theuns P. The mediating role of affect in the relationship between need satisfaction and autonomous motivation. JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY 2013. [DOI: 10.1111/joop.12032] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
| | - Joeri Hofmans
- Psychology Department; University of Brussels; Belgium
| | - Peter Theuns
- Psychology Department; University of Brussels; Belgium
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Cheng RWY, Lam SF. The interaction between social goals and self-construal on achievement motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2013. [DOI: 10.1016/j.cedpsych.2013.01.001] [Citation(s) in RCA: 57] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Ho AN, Guthrie JT. Patterns of Association Among Multiple Motivations and Aspects of Achievement in Reading. READING PSYCHOLOGY 2013. [DOI: 10.1080/02702711.2011.596255] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Examining the role of social goals in school: A study in two collectivist cultures. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2013. [DOI: 10.1007/s10212-013-0179-0] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Wosnitza M, Volet S. Group Heterogeneity and Homogeneity in Personal Content Goals for a Group Learning Activity: Impact on Individual Appraisals. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2012. [DOI: 10.1111/j.1464-0597.2012.00507.x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Mansfield C. Rethinking Motivation Goals for Adolescents: Beyond Achievement Goals. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2012. [DOI: 10.1111/j.1464-0597.2012.00506.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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McInerney DM. Conceptual and Methodological Challenges in Multiple Goal Research among Remote and Very Remote Indigenous Australian Students. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2012. [DOI: 10.1111/j.1464-0597.2012.00509.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Wentzel KR, Baker SA, Russell SL. Young Adolescents' Perceptions of Teachers' and Peers' Goals as Predictors of Social and Academic Goal Pursuit. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2012. [DOI: 10.1111/j.1464-0597.2012.00508.x] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Boekaerts M, Smit K, Busing F. Salient Goals Direct and Energise Students' Actions in the Classroom. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2012. [DOI: 10.1111/j.1464-0597.2012.00504.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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