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Liu X, Zhang Y, Cao X. Achievement goal orientations in college students: longitudinal trajectories, related factors, and effects on academic performance. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s10212-023-00764-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2023] [Revised: 10/28/2023] [Accepted: 11/12/2023] [Indexed: 07/26/2024]
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An M, Zhang X, Wang Y, Zhao J. Achievement goals among Chinese college students: Longitudinal measurement invariance and latent growth analysis. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03466-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Schelp L, Bipp T, van Dam K. The Role of Workplace Goal Orientation for Occupational Self-Efficacy and Negative Affect. JOURNAL OF PERSONNEL PSYCHOLOGY 2022. [DOI: 10.1027/1866-5888/a000297] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Due to their suggested importance for achievement processes, we experimentally tested which workplace goal orientations (employees’ perception of goal characteristics at work) affect proximal outcomes. In detail, we investigated in an experimental vignette study ( N = 250) how workplace learning, performance-approach, and performance-avoidance goals influence occupational self-efficacy and negative affect. Furthermore, we examined the potential of workplace goals to act as moderators for the effect of dispositional goals on these outcomes. We found a learning goal-oriented environment leading to higher occupational self-efficacy and less negative affect compared to performance goal-oriented work environments. We found limited evidence for person–situation interactions. Our results extend goal orientation theory by integrating environmental goals at work and provide implications that foster desirable and prevent undesirable outcomes.
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Affiliation(s)
- Leonie Schelp
- Department of Work, Industrial, and Organizational Psychology, Julius-Maximilians University, Würzburg, Germany
| | - Tanja Bipp
- Department of Psychology, Heidelberg University, Germany
| | - Karen van Dam
- School of Psychology, Open University, The Netherlands
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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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5
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Continuity and change of achievement goals in advanced learning context. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102086] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Chen C, Gong X, Wang J, Gao S. Does need for relatedness matter more? The dynamic mechanism between teacher support and need satisfaction in explaining Chinese school children's regulatory styles. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102083] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Lee M, Bong M, Kim SI. Effects of achievement goals on self-control. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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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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Liu WC. Implicit Theories of Intelligence and Achievement Goals: A Look at Students' Intrinsic Motivation and Achievement in Mathematics. Front Psychol 2021; 12:593715. [PMID: 33692718 PMCID: PMC7937610 DOI: 10.3389/fpsyg.2021.593715] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Accepted: 01/11/2021] [Indexed: 11/21/2022] Open
Abstract
The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students' intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students' mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.
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Affiliation(s)
- Woon Chia Liu
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
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Arens AK. Wertfacetten im Grundschulalter in drei Fächern: Differenzierung, Entwicklung, Geschlechtseffekte und Zusammenhänge zu Noten. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2021. [DOI: 10.1024/1010-0652/a000257] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Im Rahmen der Erwartungs-Wert-Theorie zur schulischen Motivation betrachtete die Studie die beiden Wertfacetten intrinsischer Wert und Wichtigkeit in den Fächern Mathematik, Deutsch und Sachunterricht. Untersucht wurden die Ausdifferenzierung der beiden Wertfacetten, ihr Entwicklungsverlauf am Ende der Grundschule, Geschlechtseffekte und Zusammenhänge zu Noten. Die Stichprobe bestand aus N = 2.317 Schülern; die Variablen wurden zu drei Messzeitpunkten im Verlauf der dritten und vierten Klassenstufe erfasst. Die Schüler unterschieden in allen drei Fächern zwischen den beiden Wertfacetten; jedoch zeigten die beiden Wertfacetten im Sachunterricht einen besonders hohen positiven Zusammenhang. Die Ausdifferenzierung zwischen beiden Wertfacetten veränderte sich nicht über die drei Messzeitpunkte. In latenten Wachstumskurvenmodellen zeigte sich ein Einbruch in der mittleren Ausprägung des intrinsischen Werts in Mathematik. Zunahmen konnten in den mittleren Ausprägungen der Wichtigkeit in Deutsch und der Wichtigkeit in Sachunterricht verzeichnet werden. Allerdings waren die Veränderungen sehr klein und kaum praktisch bedeutsam, so dass man eher von Stabilität als von Veränderung in der mittleren Ausprägung fachspezifischer Wertfacetten am Ende der Grundschulzeit sprechen kann. Jungen und Mädchen zeigten eine ähnliche Struktur der fachspezifischen Wertfacetten, unterschieden sich aber in den mittleren Ausprägungen. Jungen berichteten höhere Ausprägungen auf beiden Wertfacetten in Mathematik; Mädchen berichteten höhere Ausprägungen auf beiden Wertfacetten in Deutsch. Jungen und Mädchen unterschieden sich nicht in der Wichtigkeit in Sachunterricht; Jungen hatten zu zwei Messzeitpunkten höhere Ausprägungen auf dem intrinsischen Wert in Sachunterricht. In allen drei Fächern zeigten beide Wertfacetten einen ähnlich hohen positiven Zusammenhang zu den fachspezifischen Noten. In allen drei Fächern wirkten sich gute Noten positiv auf den nachfolgenden intrinsischen Wert und auf die nachfolgende Wichtigkeit aus. In Mathematik hatte die Wichtigkeit zudem positive Auswirkungen auf nachfolgende Noten. Die Ergebnisse werden in Zusammenhang gebracht mit den Ergebnissen aus Studien mit Sekundarschülern und vor dem Hintergrund des Grundschulübergangs diskutiert.
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Affiliation(s)
- A. Katrin Arens
- DIPF
- Leibniz-Institut für Bildungsforschung und Bildungsinformation
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Trajectories of motivation and their academic correlates over the first year of college. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101907] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation. EDUCATIONAL PSYCHOLOGY REVIEW 2020. [DOI: 10.1007/s10648-020-09557-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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De Clercq M, Galand B, Frenay M. One goal, different pathways: Capturing diversity in processes leading to first-year students' achievement. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101908] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Scott L, Shen B, Price A, Centeio E. The Role of Content Specificity in Situational Interest and Physical Activity. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2020; 91:127-135. [PMID: 31617828 DOI: 10.1080/02701367.2019.1650879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2018] [Accepted: 07/28/2019] [Indexed: 06/10/2023]
Abstract
Purpose: To identify the role of content specificity in moderating situational interest and its relationship with physical activity (PA), we examined the between- and within-content relations of situational interest and PA in an urban elementary physical education context using fitness and basketball as comparative contents. Method: Fourth and fifth graders (N = 125) completed questionnaires and wore pedometers to assess situational interest and PA across a fitness unit and a basketball unit, respectively. Results: Based on our confirmatory factor analyses and fit indexes, situational interest, and PA demonstrated strong content specificity. Strengths of associations between the two units differed by situational interest dimensions and PA (r ≤ .50). Within-content interrelations of these dimensions and PA were not consistent (X2 Decrease ≥ 3.40, p < .05). Conclusion: Our findings suggest that content specificity in physical education plays a significant role in moderating students' motivation and its function on PA.
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Love AMA, Toland MD, Usher EL, Campbell JM, Spriggs AD. Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 89:41-50. [PMID: 30913505 DOI: 10.1016/j.ridd.2019.02.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2018] [Revised: 01/23/2019] [Accepted: 02/09/2019] [Indexed: 06/09/2023]
Abstract
Currently, 1 in 68 children in the U.S. is diagnosed with Autism Spectrum Disorder (ASD; Centers for Disease Control & Prevention, 2015) and this growing population of learners has been noted as one of the most challenging groups to teach. Teacher self-efficacy, the belief teachers hold about their instructional capabilities, has been shown to differ according to contextual factors, such as the type of students teachers face. The purpose of this investigation was to develop an instrument that can used to measure teachers' self-efficacy for effectively working with students with ASD. Study 1 involved the development and evaluation of a new instrument, the Teacher Self-Efficacy for Students with Autism Scale (TSEAS) with a sample of general and special education teachers in the U.S. (N = 120). Study 2 involved a cross-validation of the measure with teachers in Australia (N = 85). Results indicated that the scale represented a unidimensional construct in both studies. Self-efficacy for teaching students with ASD was distinct from, though positively related to, general teaching self-efficacy, job satisfaction, and self-regulation. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD.
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Affiliation(s)
- Abigail M A Love
- University of Kentucky, Department of Educational, School, and Counseling Psychology, United States.
| | - Michael D Toland
- University of Kentucky, Department of Educational, School, and Counseling Psychology, United States
| | - Ellen L Usher
- University of Kentucky, Department of Educational, School, and Counseling Psychology, United States
| | - Jonathan M Campbell
- University of Kentucky, Department of Educational, School, and Counseling Psychology, United States
| | - Amy D Spriggs
- University of Kentucky, Department of Early Childhood, Special Education and Rehabilitation Counseling, United States
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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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Investigating the multidimensionality of engagement: Affective, behavioral, and cognitive engagement across science activities and contexts. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.01.002] [Citation(s) in RCA: 129] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Hornstra L, Majoor M, Peetsma T. Achievement goal profiles and developments in effort and achievement in upper elementary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 87:606-629. [PMID: 28608359 PMCID: PMC5697574 DOI: 10.1111/bjep.12167] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2016] [Revised: 05/05/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. AIMS This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school. SAMPLE Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68). METHODS Students reported on their achievement goals and effort in language and mathematics three times in grade 5 to grade 6. Teachers rated students' general school effort. Achievement scores were obtained from school records. Goal profiles were derived with latent profile and transition analyses. Longitudinal multilevel analyses were conducted. RESULTS Theoretically favourable goal profiles (high mastery and performance-approach goals, low on performance-avoidance goals), as well as transitions from less to more theoretically favourable goal profiles, were associated with higher levels and more growth in effort for language and mathematics and with stronger language achievement gains. CONCLUSIONS Overall, these results provide support for the multiple goal perspective and show the sustained benefits of favourable goal profiles beyond effects of cognitive ability and background characteristics.
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Affiliation(s)
- Lisette Hornstra
- Department of EducationUtrecht UniversityThe Netherlands
- Research Institute of Child Development and EducationUniversity of AmsterdamThe Netherlands
| | - Marieke Majoor
- Research Institute of Child Development and EducationUniversity of AmsterdamThe Netherlands
| | - Thea Peetsma
- Research Institute of Child Development and EducationUniversity of AmsterdamThe Netherlands
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Theis D, Fischer N. Sex differences in the development of achievement goals in middle school. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.05.006] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Elliot AJ, Jury M, Murayama K. Trait and perceived environmental competitiveness in achievement situations. J Pers 2017; 86:353-367. [PMID: 28390137 DOI: 10.1111/jopy.12320] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2016] [Revised: 04/03/2017] [Accepted: 04/04/2017] [Indexed: 11/27/2022]
Abstract
OBJECTIVE Trait and perceived environmental competitiveness are typically studied separately, but they undoubtedly have a joint influence on goal pursuit and behavior in achievement situations. The present research was designed to study them together. We tested the relation between trait and perceived environmental competitiveness, and we tested these variables as separate and sequential predictors of both performance-based goals and performance attainment. METHOD In Studies 1a (N = 387 U.S. undergraduates) and 1b (N = 322 U.S. undergraduates), we assessed participants' trait and perceived environmental competitiveness, as well as third variable candidates. In Study 2 (N = 434 MTurk workers), we sought to replicate and extend Study 1 by adding reports of performance-based goal pursuit. In Study 3 (N = 403 U.S. undergraduates), we sought to replicate and extend Study 2 by adding real-world performance attainment. The studies focused on both the classroom and the workplace. RESULTS Trait and perceived environmental competitiveness were shown to be positively related and to positively predict separate variance in performance-approach and performance-avoidance goal pursuit. Perceived environmental competitiveness and performance-based goal pursuit were shown to be sequential mediators of the indirect relation between trait competitiveness and performance attainment. CONCLUSIONS These studies highlight the importance of attending to the interplay of the person and the (perceived) situation in analyses of competitive striving.
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Lee YK, Wormington SV, Linnenbrink-Garcia L, Roseth CJ. A short-term longitudinal study of stability and change in achievement goal profiles. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.02.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Alivernini F, Manganelli S, Lucidi F. Personal and Classroom Achievement Goals: Their Structures and Relationships. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/0734282916679758] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study examines the factor structures of Personal and Classroom Achievement Goals and the relationships between them. Multilevel structural equation modeling was used to examine data from a sample of 3,544 Italian 10th-grade students (184 classrooms) who completed the Patterns of Adaptive Learning Scales (PALS). Findings about the factor structure of personal goals were consistent with studies in other cultural contexts. The scales showed measurement invariance both across gender and across various immigrant backgrounds. Boys showed lower levels of mastery and higher levels of performance-approach than girls. Immigrant students scored higher than the native students on all Performance scales. At the group level, a measurement model including mastery and performance-approach goal structures showed good fit indices. In classrooms more oriented toward mastery, students’ personal goals tend to be in the same direction. Classroom performance-approach goal structures were related to performance-avoidance personal orientations but not to performance-approach personal orientations.
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Affiliation(s)
- Fabio Alivernini
- National Institute for the Evaluation of the Education System, Rome, Italy
| | - Sara Manganelli
- National Institute for the Evaluation of the Education System, Rome, Italy
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Lee EJ. Endorsement of achievement goals across secondary school years: Applying a state-trait framework. JOURNAL OF RESEARCH IN PERSONALITY 2016. [DOI: 10.1016/j.jrp.2016.07.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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King RB. Is a performance- avoidance achievement goal always maladaptive? Not necessarily for collectivists. PERSONALITY AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.paid.2016.04.093] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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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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Prayoonsri B, Tatsirin S, Suntorapot D, Jariya C. Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. ACTA ACUST UNITED AC 2015. [DOI: 10.5897/err2015.2371] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
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Jiang Y, Bong M, Kim SI. Conformity of Korean adolescents in their perceptions of social relationships and academic motivation. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.04.012] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2015. [DOI: 10.1016/j.cedpsych.2015.01.003] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students’ math grade in upper-secondary school. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2014. [DOI: 10.1007/s10212-014-0239-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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The nature and dimensions of achievement goals: mastery, evaluation, competition, and self-presentation goals. SPANISH JOURNAL OF PSYCHOLOGY 2014; 17:E72. [PMID: 26055876 DOI: 10.1017/sjp.2014.77] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The present study aimed to clarify the nature and dimensions of achievement goals and to examine structural differences in students' goals across school levels. Participants were 134 students from 5th and 6th grades, and 423 students from 7th to 9th grades. A variety of achievement goals were assessed, including mastery goals and several performance-related goals representing three main dimensions: competition, self-presentation, and valence. Two alternative models were tested, using confirmatory factor analysis. For middle-school students a three factor model with presentation, competition, and simple evaluation/mastery goals, was found χ²(132, N = 134) = 160.9, p < .001; CFI = .94; RMSEA = .04, 95%CI [.02 - .06]. In the junior-high sample, one avoidance factor, one competition factor, and a simple evaluation/mastery factor, best fitted the data χ²(114, N = 423) = 269.8638 p < .001; CFI = .93; RMSEA = .06, 95%CI [.05 - .07] thus suggesting that distinct dimensions organize younger and older students' motivation. However, common to both grade levels was the existence of (a) separate but low incidence competition goals, and (b) simple evaluation goals, which encompass neither self-presentation nor competition, and are closely linked to mastery goals. Moreover, significant differences were found in the relative importance attached by students to the different types of goals (p < .001 for all comparisons), both at middle-school F(2, 266) = 220.98; p < .001; η2 = .624) and at junior-high school F(2, 820) = 464.4; p < .001; η2 = .531.
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Putwain DW, Larkin D, Sander P. A reciprocal model of achievement goals and learning related emotions in the first year of undergraduate study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2013. [DOI: 10.1016/j.cedpsych.2013.07.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Remedios R, Richardson JTE. Achievement goals in adult learners: Evidence from distance education. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2012; 83:664-85. [DOI: 10.1111/bjep.12001] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2010] [Accepted: 08/10/2012] [Indexed: 12/01/2022]
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Daniels LM, Frenzel AC, Stupnisky RH, Stewart TL, Perry RP. Personal goals as predictors of intended classroom goals: Comparing elementary and secondary school pre-service teachers. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2012; 83:396-413. [DOI: 10.1111/j.2044-8279.2012.02069.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. MOTIVATION AND EMOTION 2010. [DOI: 10.1007/s11031-010-9181-x] [Citation(s) in RCA: 89] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Shen B, McCaughtry N, Martin J. The influence of domain specificity on motivation in physical education. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2008; 79:333-343. [PMID: 18816945 DOI: 10.1080/02701367.2008.10599497] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/26/2023]
Abstract
With the assumption that domain specificity would significantly influence students' motivation, our study was designed to investigate between- and within-domain relations of task value, perceived autonomy and competence, and achievement goal orientations across physical education and mathematics. Urban adolescents (N = 273, ages 12-14 years) completed questionnaires assessing these motivational constructs in both subjects. Based on our confirmatory factor analyses and fit indexes, all motivational constructs demonstrated strong subject specificity. Strengths of associations between physical education and mathematics differed by individual motivational constructs. Within-domain interrelations of these constructs were not consistent across physical education and mathematics. Our findings suggest that domain specificity in physical education plays a significant role in students' motivation.
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Affiliation(s)
- Bo Shen
- Department of Kinesiology, Health, and Sports Study, Wayne State University, Detroit, MI 48202, USA.
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