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Barkoukis V, Gråstén A, Huhtiniemi M, Jaakkola T. Developmental relations of achievement goals and affect in physical education. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 75:102700. [PMID: 39002736 DOI: 10.1016/j.psychsport.2024.102700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2023] [Revised: 07/08/2024] [Accepted: 07/09/2024] [Indexed: 07/15/2024]
Abstract
OBJECTIVE This study aimed to examine the developmental relationships between achievement goals and affect in school physical education. METHOD The study sample comprised 1063 (girls 546) Finnish Grade 6 students (M = 12.27 years ± 0.33 at the beginning of the study). The participants in the study were asked to provide annual assessments about their perceptions of achievement goals, enjoyment, and anxiety. The assessments were conducted four times over three consecutive years. RESULTS The results indicated that mastery-approach goals were positively associated with enjoyment (between-level), whereas both mastery-avoidance and performance-avoidance goals were positively associated with anxiety (between-level). Additionally, the associations between repeated measures (within-level) of mastery-approach goals and enjoyment were similar each year, whereas mastery- and performance-approach/avoidance goals were consistently associated with anxiety within the same year. Girls reported lower performance-approach goals and enjoyment but higher mastery-avoidance goals and anxiety than boys. CONCLUSION The findings suggest that mastery approach goals exhibit a positive correlation with favorable affective reactions, while performance-avoidance goals demonstrate a connection with maladaptive responses. Physical education teachers should endeavor to establish mastery-oriented goals for their students from the outset of the educational process.
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Affiliation(s)
- Vassilis Barkoukis
- Department of Physical Education and Sport Science, Aristotle University of Thessaloniki, Greece.
| | - Arto Gråstén
- Physical Education Department, College of Education, United Arab Emirates University, United Arab Emirates.
| | - Mikko Huhtiniemi
- Faculty of Sport and Health Sciences, University of Jyväskylä, Finland.
| | - Timo Jaakkola
- Faculty of Sport and Health Sciences, University of Jyväskylä, Finland.
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Winkens J, Hamstra MRW. Does encouraging mastery goals benefit performance in a scoring exercise? It may depend on chronic self-adopted achievement goals. Scand J Psychol 2024; 65:339-345. [PMID: 37951843 DOI: 10.1111/sjop.12979] [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: 05/12/2023] [Revised: 10/10/2023] [Accepted: 10/12/2023] [Indexed: 11/14/2023]
Abstract
INTRODUCTION Mastery goals (aims to learn or attain skill) have traditionally been portrayed in achievement-motivation literature as the optimal goal for ensuring objective performance and well-being outcomes (relative to performance goals - aims to outperform others). This portrayal often yielded the recommendation that those in applied settings, such as coaches, managers, and teachers, should encourage those whom they lead to pursue mastery goals. We put this assertion to a test by examining whether the effect of situationally induced goals depends on the goals that individuals personally self-adopt. METHODS We hypothesized that inducing mastery goals would be beneficial for individuals who self-adopt performance goals (Hypothesis 1), while inducing performance goals would be beneficial for individuals who self-adopt mastery goals (Hypothesis 2). We conducted an experiment among amateur field hockey players to test these hypotheses in a scoring exercise. RESULTS We found that encouraging a mastery goal (compared with a performance goal) led to higher scoring accuracy among players high in self-adopted performance goals (supporting Hypothesis 1) but also unexpectedly for individuals low in self-adopted mastery goals. We did not find support for Hypothesis 2. CONCLUSION The findings indicate that situationally inducing a mastery goal may be beneficial for individuals who do not already self-adopt mastery goals strongly.
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Affiliation(s)
- Jim Winkens
- University of Amsterdam, Amsterdam, the Netherlands
| | - Melvyn R W Hamstra
- IESEG School of Management, UMR 9221 - LEM - Lille Économie Management, Lille, France
- Univ. Lille, UMR 9221 - LEM - Lille Économie Management, Lille, France
- CNRS, UMR 9221 - LEM - Lille Économie Management, Lille, France
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Butera F, Dompnier B, Darnon C. Achievement Goals: A Social Influence Cycle. Annu Rev Psychol 2024; 75:527-554. [PMID: 37758239 DOI: 10.1146/annurev-psych-013123-102139] [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] [Indexed: 10/03/2023]
Abstract
Achievement goals have been defined as the purpose of competence-relevant behavior. In this respect they connect one of the basic human needs, i.e., competence, to one of society's core values, i.e., achievement. We propose to look at achievement goals through the lens of social influence. We review both the influence that cultural, structural, and contextual factors have on achievement goal endorsement and the influence that endorsing achievement goals allows people to have within their social space. The review allows us to propose a circular model of the influence on and of achievement goals: The culture, social structures, and contexts that are typical of a certain society shape the specific environments in which individuals develop their achievement goals, which in turn has an influence on the expression and circulation of these achievement goals into society, in a social influence cycle.
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Affiliation(s)
- Fabrizio Butera
- Institute of Psychology, University of Lausanne, Lausanne, Switzerland; ,
| | - Benoît Dompnier
- Institute of Psychology, University of Lausanne, Lausanne, Switzerland; ,
| | - Céline Darnon
- Laboratoire de Psychologie Sociale et Cognitive (LAPSCO), Université Clermont Auvergne, Clermont-Ferrand, France;
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Capelle JD, Senker K, Fries S, Grund A. Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Front Psychol 2023; 14:1224533. [PMID: 38115977 PMCID: PMC10728329 DOI: 10.3389/fpsyg.2023.1224533] [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: 05/17/2023] [Accepted: 11/16/2023] [Indexed: 12/21/2023] Open
Abstract
Introduction Recent research has emphasized that achievement motivation is context-sensitive and varies within individual students. Ubiquitous temporal landmarks such as exams or deadlines are evident contextual factors that could systematically explain variation in motivation. Indeed, research has consistently found that university students increase their study efforts as exams come closer in time, indicating increasing study motivation. However, changes in study motivation for a specific exam as it comes closer have rarely been investigated. Instead, research on developmental changes in expectancy and value beliefs has consistently founds that achievement motivation declines over a semester. Surprisingly, declining motivation thus apparently coincides with increasing study efforts for end-of-semester exams. Methods The present research investigates this apparent contradiction by assessing how exam-specific motivation and study behavior change under equal methodological conditions as an exam draws closer. Using parallel growth curve models, we examine changes in expectancy-value beliefs, performance approach and avoidance motivation and study behavior as well as motivational want- and should-conflicts among 96 students over eight weekly measurement points. Results and discussion Results show that students study more for their exam as it comes closer and increase their use of surface learning strategies more rapidly than their use of deep learning strategies. However, even exam-specific expectancy and attainment value beliefs decline while performance-avoidance motivation increases over time, indicating that students increasingly study out of fear to fail as exams come closer. Consistent with these findings, students' experience of should conflicts decreases while their want conflicts increase over time. We discuss several possible mechanisms underlying our findings in addition to potential theoretical consequences and suggest future research opportunities to better understand students' changes in situative motivation and study behavior in the context of temporal landmarks.
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Affiliation(s)
- Jan Dirk Capelle
- Department of Psychology, Bielefeld University, Bielefeld, Germany
| | - Kerstin Senker
- Department of Psychology, Bielefeld University, Bielefeld, Germany
- Institute of Psychology, University of Duisburg-Essen, Essen, Germany
| | - Stefan Fries
- Department of Psychology, Bielefeld University, Bielefeld, Germany
| | - Axel Grund
- Luxembourg Centre for Educational Testing (LUCET), University of Luxembourg, Esch-sur-Alzette, Luxembourg
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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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Stavropoulou G, Stamovlasis D, Gonida SE. Probing the effects of perceived teacher goals and achievement-goal orientations on students’ self-efficacy, cognitive and metacognitive strategies in writing: A person-centered approach. LEARNING AND MOTIVATION 2023. [DOI: 10.1016/j.lmot.2023.101888] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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van der Sande L, van Steensel R, Fikrat-Wevers S, Arends L. Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09719-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/13/2023]
Abstract
AbstractMany students have low reading motivation. Based on (reading) motivation theories, several mechanisms are distinguished that can foster reading motivation. Our goal in this meta-analysis was to examine the effects of theory-driven reading motivation interventions in school on students’ reading motivation and reading comprehension as well as to test which mechanisms are particularly effective in fostering motivation and comprehension. We conducted a literature search in ten online databases and identified 39 relevant effect studies. Positive effects on affirming motivations (d = 0.38), extrinsic motivations (d = 0.42), combined motivations (d = 0.17), and reading comprehension (d = 0.27) were found. The effect on undermining motivations (d = −0.01) was not significant. In particular, interventions that aimed to trigger interest had positive effects on affirming motivations and reading comprehension. Furthermore, effects on affirming motivations were larger if the total duration of the intervention was longer and if the share of boys in the sample was higher. Interventions delivered by researchers had larger effects on reading comprehension than interventions delivered by teachers. Finally, effects on reading comprehension were larger for primary schoolers than for secondary schoolers and larger for typical readers than for struggling readers. Implications for practitioners, policymakers, and researchers are discussed.
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Tai WT, Hsu YT. A test of the impact of three-type goal orientation on utility perception and transfer motivation. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04252-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies. Behav Sci (Basel) 2023; 13:bs13020078. [PMID: 36829307 PMCID: PMC9952322 DOI: 10.3390/bs13020078] [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: 11/16/2022] [Revised: 01/10/2023] [Accepted: 01/11/2023] [Indexed: 01/18/2023] Open
Abstract
The aim of the present study was to investigate goal orientations and classroom goal structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. Self-reported questionnaires were administered, assessing students' personal goal orientations, classroom goal structures, and strategies of SRL. The results showed that students with LD and students with RCD scored lower in mastery orientation and higher in performance avoidance compared to their peers without difficulties (ND). LD students reported lower scores of adaptive strategies than their peers. In addition, the results confirmed the adaptive character of mastery-approach goals and mastery goal structures and the negative effects of performance-avoidance goals and performance goal structures on the adaptive strategies of SRL. Performance-approach goals predicted adaptive behaviors for all students, confirming the argument of an adaptive type of motivation. The findings of the current study highlight the importance of goal orientations and classroom goal structures for students' SRL. Implications of the findings for enhancing motivation for students with LD and students with RCD are discussed.
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10
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Lu L. Adolescents' depressive moods and parents' family-work interaction. Front Public Health 2023; 10:975935. [PMID: 36684857 PMCID: PMC9852992 DOI: 10.3389/fpubh.2022.975935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Accepted: 12/08/2022] [Indexed: 01/09/2023] Open
Abstract
Introduction For working parents with dependent children, parenthood is essential to their "life" component, which could profoundly influence their work experiences. Since depressive moods rise sharply in adolescence, this study aims to investigate the relationship between children's depressive moods and parental family-work interaction. Integrating the literature on emotions and family-work interaction, I propose that adolescents' depressive moods (over the past 2 weeks) decrease parents' work engagement via increased parents' family-work conflict. Further, I hypothesize that adolescent performance-avoidance, a key trait related to adolescents' long-term emotional experiences, moderates the indirect relationship. Methods Using a multiple-source, time-lagged design, I tested hypotheses using data collected from 468 adolescent-parent dyadic from China. Results I found that adolescents' depressive moods relate negatively to their parents' work engagement via increased parents' family-work conflict when adolescents have low levels of performance-avoidance. When an adolescent has a high level of performance-avoidance, parents show a relatively higher degree of family-work conflict and lower work engagement regardless of adolescents' depressive moods. Discussion I discuss the theoretical and practical implications for employee family-work interaction and work engagement.
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Affiliation(s)
- Li Lu
- School of Psychological and Cognitive Sciences and Beijing Key Laboratory of Behavior and Mental Health, Peking University, Beijing, China
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11
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Nicolleau M, Mascret N, Naude C, Ragot-Court I, Serre T. The influence of achievement goals on objective driving behavior. PLoS One 2022; 17:e0276587. [PMID: 36301832 PMCID: PMC9612471 DOI: 10.1371/journal.pone.0276587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Accepted: 10/11/2022] [Indexed: 11/15/2022] Open
Abstract
Investigating psychological characteristics through self-reported measures (e.g., anger, sensation seeking) and dynamic behaviors through objective measures (e.g., speed, 2D acceleration, GPS position etc.) may allow us to better understand the behavior of at-risk drivers. To assess drivers' motivation, the theoretical framework of achievement goals has been studied recently. These achievement goals can influence the decision-making and behaviors of individuals engaged in driving. The four achievement goals in driving are: seeking to improve or to drive as well as possible (mastery-approach), to outperform other drivers (performance-approach), to avoid driving badly (mastery-avoidance), and to avoid being the worst driver (performance-avoidance). Naturalistic Driving Studies (NDS) provide access to the objective measurements of data not accessible through self-reported measurements (i.e., speed, accelerations, GPS position). Three dynamic criteria have been developed to characterize the behavior of motorists objectively: driving events, time spent above acceleration thresholds (longitudinal and transversal), and the extent of dynamic demands. All these criteria have been measured in different road contexts (e.g., plain). The aim of this study was to examine the predictive role of the four achievement goals on these objective driving behaviors. 266 drivers (96 women, 117 men) took part in the study, and 4 242 482 km was recorded during 8 months. Simultaneously, they completed the Achievement Goals in Driving Questionnaire. The main results highlighted that mastery-approach goals negatively predicted hard braking and the extent of dynamic demands on plain and hilly roads. Mastery-approach goals seem to be the most protective goals in driving. Future research on the promotion of mastery-approach goals in driving may be able to modify the behavior of at-risk drivers.
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Affiliation(s)
- Martin Nicolleau
- Aix Marseille Univ, CNRS, ISM, Marseille, France
- TS2-LMA, Univ Gustave Eiffel, IFSTTAR, Salon de Provence, France
- * E-mail:
| | | | - Claire Naude
- TS2-LMA, Univ Gustave Eiffel, IFSTTAR, Salon de Provence, France
| | | | - Thierry Serre
- TS2-LMA, Univ Gustave Eiffel, IFSTTAR, Salon de Provence, France
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Thomas CL, Heath JA. Using latent profile analysis to investigate emotional intelligence profiles in a sample of American university students. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22731] [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]
Affiliation(s)
| | - Joshua A. Heath
- Institute of Translational Health Sciences University of Washington Seattle Washington USA
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Cecalupo A, Marini M, Scarci F, Livi S. Individual Strivings in Social Comparison Processes: Achievement Motivation Goals in the Big-Fish-Little-Pond Effect. Front Psychol 2022; 13:677997. [PMID: 35519645 PMCID: PMC9062594 DOI: 10.3389/fpsyg.2022.677997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Accepted: 02/28/2022] [Indexed: 11/17/2022] Open
Abstract
In school settings, adolescents recur to different sources of information to create their beliefs about future possibilities. Social comparison processes and personal goals related to achievement play an important role in shaping these beliefs. Drawing upon literature concerning the Big-Fish-Little-Pond effect and the Achievement Goal Theory, the present study aimed at understanding how adolescents attending the last year of secondary school (n = 689; Mage = 18.15; SD = 0.57) perceive their possibilities of potentially having a better future than their classmates. In particular, we sought to understand in what way this perception is influenced by students’ perceived relative position in their class—which accounts for the social comparison process—and its interaction with different types of achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals). Results showed that perceived relative position mediated the relationship between the predictors (classmates’ average achievement and individual achievement) and future expectations. Furthermore, analyses of moderated mediation showed that both performance-approach and performance-avoidance goals reduced the impact of a low perceived relative position on future expectations, while mastery-approach and mastery-avoidance goals did not moderate its effect.
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Affiliation(s)
- Alessandra Cecalupo
- Department of Developmental and Social Psychology, University of Rome "La Sapienza", Rome, Italy
| | - Mara Marini
- Department of Developmental and Social Psychology, University of Rome "La Sapienza", Rome, Italy
| | - Federica Scarci
- Department of Developmental and Social Psychology, University of Rome "La Sapienza", Rome, Italy
| | - Stefano Livi
- Department of Developmental and Social Psychology, University of Rome "La Sapienza", Rome, Italy
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How does a leader’s extrinsic relative to intrinsic goal orientation affect subordinates’ subjective career success? A moderated mediation model regarding leader-member exchanges and subordinate genders. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02894-6] [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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Guay F. Sociocultural Contexts and Relationships as the Cornerstones of Students' Motivation: Commentary on the Special Issue on the "Other Half of the Story". EDUCATIONAL PSYCHOLOGY REVIEW 2022; 34:2043-2060. [PMID: 36404944 PMCID: PMC9645330 DOI: 10.1007/s10648-022-09711-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/24/2022] [Indexed: 11/10/2022]
Abstract
This special issue on the development of academic motivation covers many issues that are groundbreaking in the field of motivation and interpersonal relationships. In this commentary, I discuss the following elements: (a) the challenges of integrating central motivational constructs; (b) interpersonal relationships as supports for motivation at school; (c) school or cultural contexts that sustain motivation; (d) new avenues for research. I hope that the articles in this special issue will stimulate new research that would have the potential to advance the field but that would also be useful to research professionals working day to day with children and adolescents.
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Affiliation(s)
- Frédéric Guay
- Department of Fundamentals and Practice in Education, Université Laval, Room 942, 2320 Rue Des Bibliothèques, Quebec, G1V 0A6 Canada
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Wang H, Xu M, Xie X, Dong Y, Wang W. Relationships Between Achievement Goal Orientations, Learning Engagement, and Academic Adjustment in Freshmen: Variable-Centered and Person-Centered Approaches. Front Psychol 2021; 12:767886. [PMID: 34803850 PMCID: PMC8596568 DOI: 10.3389/fpsyg.2021.767886] [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: 08/31/2021] [Accepted: 10/14/2021] [Indexed: 11/13/2022] Open
Abstract
Academic adjustment is a principal determining factor of undergraduate students' academic achievement and success. However, studies pay little attention to freshmen's antecedent variables of academic adjustment. This study aimed to examine the mechanisms underlying the relationship between achievement goal orientations and academic adjustment in freshmen using variable- and person-centered approaches. A sample of 578 freshmen (aged 18.29±1.04years, 58.5% female) completed questionnaires on achievement goal orientations, learning engagement, and academic adjustment. Latent profile analysis of achievement goal orientations revealed four groups: low-motivation (11.1%), approach-oriented (9.5%), average (52.8%), and multiple (26.6%). In the mediating analysis, results of the variable-centered approach showed that learning engagement mediated the effects of the mastery-approach and performance-avoidance goals on academic adjustment. For the person-centered approach, we selected the average type as the reference profile, and the analysis revealed that compared with the reference profile, learning engagement partially mediated the link between the approach-oriented profile and academic adjustment. The current study highlights the important role that achievement goal orientations and learning engagement play in academic adjustment. We discuss the implications and limitations of the findings.
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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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Magni F, Gong Y, Chao MM. A longitudinal examination of the reciprocal relationship between goal orientation and performance: The mediating role of self-efficacy. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.110960] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Smeding A, Dompnier B, Meier E, Darnon C, Butera F. A multilevel account of social value-related reasons behind mastery goals. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:e12453. [PMID: 34355800 DOI: 10.1111/bjep.12453] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 07/26/2021] [Indexed: 01/09/2023]
Abstract
BACKGROUND A growing literature focuses on reasons behind achievement goal endorsement, and mastery-approach goals (MG) specifically, and how these reasons influence academic performance. Past research provides evidence that student-level social value-related reasons behind MG moderate the MG-performance link in adolescents and young adults. However, we ignore whether this moderation is best conceived of as a student-level effect (i.e., students' social value-related reasons), a class-level effect (i.e., influence of class-dependent contextual social value), or both. AIMS This research aims at understanding the moderation of the MG-performance link by social value from a multilevel account, which is novel, as the student level has been the default level so far. SAMPLE The study was conducted on a sample of 436 primary school students, from 3rd to 6th grade. METHODS Students completed a MG scale adapted to their French classes under different instructions: standard, social desirability (answer to be viewed as likeable by your teacher), social utility (answer to be viewed as successful by your teacher), along with a dictation to measure performance, and socio-demographic measures. RESULTS Results show that the moderation effect of social utility on the MG-dictation performance link is observed at the student level, but that the moderation by social desirability is best accounted for by class-level differences. CONCLUSIONS It is important to consider a multilevel framework when examining reasons behind MG reports, including social value-related reasons, both for future research and teachers in the classroom.
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Affiliation(s)
- Annique Smeding
- Univ. Savoie Mont Blanc, Univ. Grenoble Alpes, Chambery Cedex, France
| | | | - Emanuele Meier
- University of Applied Sciences and Arts of Southern Switzerland, Manno, Switzerland
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Martin AJ, Ginns P, Burns EC, Kennett R, Munro-Smith V, Collie RJ, Pearson J. Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. Front Psychol 2021; 12:656994. [PMID: 34276480 PMCID: PMC8281884 DOI: 10.3389/fpsyg.2021.656994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Accepted: 05/27/2021] [Indexed: 11/13/2022] Open
Abstract
To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool-the Load Reduction Instruction Scale-Short (LRIS-S)-to N = 2,071 students in 188 high school science classrooms. Multilevel latent profile analysis (LPA) was used to identify student and classroom profiles based on students' reports of instructional cognitive load (load reduction instruction, LRI; using the LRIS-S) and their accompanying psychological challenge orientations (self-efficacy and growth goals), and psychological threat orientations (anxiety and failure avoidance goals). In phase 1 of analyses (investigating students; Level 1), we identified 5 instructional-psychological student profiles that represented different presentations of instructional load, challenge orientation, and threat orientation, ranging from the most maladaptive profile (the Instructionally-Overburdened & Psychologically-Resigned profile) to the most adaptive profile (Instructionally-Optimized & Psychologically-Self-Assured profile). The derived profiles revealed that similar levels of perceived instructional load can be accompanied by different levels of perceived challenge and threat. For example, we identified two profiles that were both instructionally-supported but who varied in their accompanying psychological orientations. Findings also identified profiles where students were dually motivated by both challenge and threat. In turn, these profiles (and their component scores) were validated through their significant associations with persistence, disengagement, and achievement. In phase 2 of analyses (investigating students and classrooms; Levels 1 and 2), we identified 3 instructional-psychological classroom profiles that varied in instructional cognitive load, challenge orientations, and threat orientations: Striving classrooms, Thriving classrooms, and Struggling classrooms. These three classroom profiles (and their component scores) were also validated through their significant associations with classroom-average persistence, disengagement, and achievement-with Struggling classrooms reflecting the most maladaptive outcomes and Thriving classrooms reflecting the most adaptive outcomes. Taken together, findings show that considering instructional cognitive load (and new approaches to empirically assessing it) in the context of students' accompanying psychological orientations can reveal unique insights about students' learning experiences and about important differences between classrooms in terms of the instructional load that is present.
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Affiliation(s)
| | - Paul Ginns
- The University of Sydney, Sydney, NSW, Australia
| | | | - Roger Kennett
- University of New South Wales, Kensington, NSW, Australia
| | | | | | - Joel Pearson
- University of New South Wales, Kensington, NSW, Australia
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Hill Y, Van Yperen NW. Losing the Home Field Advantage When Playing Behind Closed Doors During COVID-19: Change or Chance? Front Psychol 2021; 12:658452. [PMID: 33935917 PMCID: PMC8081822 DOI: 10.3389/fpsyg.2021.658452] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 03/25/2021] [Indexed: 11/19/2022] Open
Abstract
Due to restrictions against the COVID-19 pandemic, spectators were not allowed to attend soccer matches at the end of the 2019/2020 season. Previous studies suggest that the absence of a home crowd changes the home field advantage in terms of match outcomes, offensive performance, and referee decisions. However, because of the small sample sizes, these changes may be random rather than meaningful. To test this, we created 1,000,000 randomized samples from the previous four seasons with the exact same number of matches played behind closed doors in Europe's four most elite soccer leagues at the end of the 2019/2020 season. We found that across countries (Germany, Spain, Italy, and England), performance indices and referee decisions (except red cards) indeed changed to the detriment of the home team beyond the level of chance. However, this overall pattern could be ascribed to specific countries. Most importantly, the proportion of points won by the home teams declined significantly only in Germany, which was accompanied by a meaningful increase in (1) the proportion of goals scored by the away teams and (2) the proportion of yellow cards given to the home teams. We conclude that the home field advantage may indeed be lost when spectators are absent. However, in future studies, more detailed behavioral analyses are needed to determine the robustness and the behavioral determinants of this phenomenon across leagues and countries.
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Affiliation(s)
- Yannick Hill
- Department of Psychology, University of Groningen, Groningen, Netherlands
- Center for Human Movement Sciences, University of Groningen, University Medical Center Groningen, Netherlands
| | - Nico W. Van Yperen
- Department of Psychology, University of Groningen, Groningen, Netherlands
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Noordzij G, Giel L, van Mierlo H. A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09606-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
AbstractIn this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.
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Mehmood Q, Hamstra MRW. Panacea or Mixed Blessing? Learning Goal Orientation Reduces Psychological Detachment via Problem‐Solving Rumination. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE 2021. [DOI: 10.1111/apps.12294] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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25
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Finn B. Exploring interactions between motivation and cognition to better shape self-regulated learning. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2020. [DOI: 10.1016/j.jarmac.2020.08.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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26
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Stasielowicz L. How important is cognitive ability when adapting to changes? A meta-analysis of the performance adaptation literature. PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2020.110178] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
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Bipp T, Kleingeld A, Schelp L. Achievement Goals and Goal Progress as Drivers of Work Engagement. Psychol Rep 2020; 124:2180-2202. [PMID: 32967531 DOI: 10.1177/0033294120959778] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
In two studies, we investigated the role of self-regulatory behavior in terms of achievement goals and goal progress for work engagement. Study 1 (N = 205) revealed that trait learning goals were positively related to work engagement and performance-approach and performance-avoidance goals were unrelated to work engagement. In a second study, employees were asked to either set a (state) learning, performance-approach, or performance-avoidance goal for the upcoming work week. Goal progress and work engagement were measured one week later (N = 106). Learning goals at the trait and state level were associated with higher work engagement and performance-avoidance goals were unrelated to work engagement. We found a positive relationship of goal progress with work engagement, in particular for employees who pursued learning or performance-approach goals. Our studies contribute to theory building by delineating the (combined) role of goal orientations (trait), state achievement goals, and goal progress for work engagement, as well as generating practical implications for the design of effective interventions to enhance work motivation in organizational practice.
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Affiliation(s)
- Tanja Bipp
- 9144Heidelberg University, Germany; Open University, the Netherlands
| | - Ad Kleingeld
- Eindhoven University of Technology, the Netherlands
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The Relationship between Self-Esteem and Achievement Goals in University Students: The Mediating and Moderating Role of Defensive Pessimism. SUSTAINABILITY 2020. [DOI: 10.3390/su12187531] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Although achievement goals have been the subject of much study about their implications for learning and performance, interest has been less marked in understanding their precursors, particularly those linked to students’ personal characteristics. In this study, we examine the role of a defensive pessimism strategy as a mediator and moderator of the relationships between self-esteem and achievement goals in a sample of 1028 university students. Analysis of mediation and moderation was performed using the PROCESS macro within SPSS. The results showed that defensive pessimism partially mediates and moderates the effect of self-esteem on approach goals (learning and performance). We found no significant mediation or moderation effect for defensive pessimism in the relationship between self-esteem and performance-avoidance goals. These findings suggest that defensive pessimism is an effective strategy to encourage motivational involvement in students with low self-esteem in the academic context.
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Moh’d SS, Černe M, Zhang P. An Exploratory Configurational Analysis of Knowledge Hiding Antecedents in Project Teams. PROJECT MANAGEMENT JOURNAL 2020. [DOI: 10.1177/8756972820939768] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Drawing on achievement goal theory and job design frameworks, this study explores how certain antecedents combine in configurations to trigger knowledge hiding behavior among project teammates. We, therefore, adopted a configurational approach and performed fuzzy-set qualitative comparative analysis to a data set of 292 employees nested into 10 Chinese medium-sized firms. This inductive analytic approach enabled us to explore configurations of conditions of different levels of antecedents. Results identified four equifinal configurations of antecedents leading to knowledge hiding in project teams, in addition to six different configurations restraining this behavior, generating propositions to be tested by future research in a deductive manner. Our study may guide firms to better counteract and manage knowledge hiding behavior in teams by suggesting different pathways and solutions that can minimize knowledge hiding behavior among project team members.
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Affiliation(s)
| | - Matej Černe
- University of Ljubljana, School of Economics and Business, Slovenia
| | - Pengcheng Zhang
- School of Management at Huazhong University of Science, China
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Świątkowski W, Dompnier B. A regulatory focus perspective on performance goals' effects on achievement: A small-scale meta-analytical approach. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101840] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Teboul A, Klosek C, Montiny C, Gernigon C. Development and Validation of the Approach-Avoidance System Questionnaire (AASQ). Front Psychol 2019; 10:2531. [PMID: 31803096 PMCID: PMC6871152 DOI: 10.3389/fpsyg.2019.02531] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Accepted: 10/25/2019] [Indexed: 12/03/2022] Open
Abstract
Gernigon et al. (2015) recently proposed a dynamical model of approach and avoidance, according to which approach and avoidance patterns are accounted for by a control parameter k, which results itself from the interactions among a limited number of key social-cognitive variables: competence expectancies (c), benefit for the self (b s ), and threat for the self (t s ). The present research aimed to develop and validate a French questionnaire that measures these variables, the Approach-Avoidance System Questionnaire (AASQ). A first study revealed a satisfactory 3-factor structure based on 12 clear items. A second study confirmed the validity of this factorial structure and showed that k and mastery-approach goals were the only significant predictors of autonomous motivation regarding sport sciences studies, and that k was the only predictor of academic achievement in these studies. These findings support the validity of the AASQ, an instrument that now enables new types of research on approach and avoidance dynamics.
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Affiliation(s)
- Anne Teboul
- Laboratory Epsylon, Faculty of Sport and Physical Education Sciences, University of Montpellier, Montpellier, France
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32
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The role of self-efficacy for self-regulated learning, achievement goals, and engagement in academic cheating. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00443-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Boudrias JS, Lessard FE, Trudeau S. Validation d’une mesure d’orientations envers les buts au travail auprès de participants à une évaluation du potentiel et des compétences. EUROPEAN REVIEW OF APPLIED PSYCHOLOGY 2019. [DOI: 10.1016/j.erap.2019.100475] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Para-González L, Jiménez-Jiménez D, Martínez-Lorente ÁR. Do SHRM and HPWS shape employees’ affective commitment and empowerment? EVIDENCE-BASED HRM: A GLOBAL FORUM FOR EMPIRICAL SCHOLARSHIP 2019. [DOI: 10.1108/ebhrm-01-2019-0004] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to investigate the role of affective commitment and empowerment as mediators in the relationship among high-performance work systems (HPWS) and organizational performance. Different inconsistencies found in the literature review shows the need to take into account certain mediating variables, such as employees’ behaviors and attitudes, to understand how human resource management (HRM) facilitates the achievement of organizational results.
Design/methodology/approach
A sample of 200 medium-sized Spanish organizations was examined through partial least squares modeling methodology.
Findings
As hypothesized, a proactive strategic HRM approach in an organization can be translated in a series of human resources practices systems of high-performance, which stimulate directly employees’ affective commitment and promote empowerment among them, getting to better results in employees’ performance and in organizational performance.
Originality/value
This research shows that affective commitment and empowerment play a determinant role as mediators in HPWS and performance relationship, providing a deeper understanding of the alignment of strategy and HRM practices for organizational success.
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Pulfrey CJ, Vansteenkiste M, Michou A. Under Pressure to Achieve? The Impact of Type and Style of Task Instructions on Student Cheating. Front Psychol 2019; 10:1624. [PMID: 31474895 PMCID: PMC6702756 DOI: 10.3389/fpsyg.2019.01624] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Accepted: 06/27/2019] [Indexed: 11/18/2022] Open
Abstract
Combining principles of Achievement Goal Theory, which maintains that performance goals play a key role in individuals' likelihood of cheating, and Self-Determination Theory, which highlights the importance of autonomy support and autonomous motivation underlying achievement goals, we examined whether the combination of experimentally inducing a mastery-approach (relative to performance-approach) goal with an autonomy-supportive manner (instead of controlling) may attenuate cheating. In two experiments carried out with university students, one classroom based (N = 164) and one laboratory (N = 160), we manipulated the type of induced goal (performance- vs. mastery-approach) and style of introducing the goal (i.e., controlling vs. autonomy-supportive) by taking also into consideration participants' values. We hypothesized that the least behaviorally observed cheating would occur in a context promoting mastery-approach goals in an autonomy-supportive way and among individuals low in self-enhancement value adherence. The dependent variables in both studies consisted of two set of exercises, both including questions that could only be solved by cheating. Results of Poisson regression analyses revealed that in both studies the least cheating in the first set of exercises occurred in the autonomy-supportive/mastery-approach condition, indicating that this induced goal complex has the greatest potential to restrain academic dishonesty in the short-term. Interaction effects with self-enhancement value adherence revealed that the cheating inhibitory effects of this induced goal complex was less effective for those who value power and achievement.
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Affiliation(s)
- Caroline Julia Pulfrey
- Laboratory of Social Psychology, Institute of Psychology, Université de Lausanne, Lausanne, Switzerland
| | - Maarten Vansteenkiste
- Department of Developmental, Personal and Social Psychology, Ghent University, Ghent, Belgium
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Schweder S. Mastery goals, positive emotions and learning behavior in self-directed vs. teacher-directed learning. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00421-z] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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39
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Are performance–avoidance goals always deleterious for academic achievement in college? The moderating role of social class. SOCIAL PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s11218-019-09480-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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40
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Reconceptualizing goal setting’s dark side: The ethical consequences of learning versus outcome goals. ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES 2019. [DOI: 10.1016/j.obhdp.2018.11.001] [Citation(s) in RCA: 28] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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41
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Stasielowicz L. Does ego depletion impair adaptive performance? A longitudinal analysis. COGENT PSYCHOLOGY 2019. [DOI: 10.1080/23311908.2019.1640340] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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Nerstad CGL, Richardsen AM, Roberts GC. Who are the high achievers at work? Perceived motivational climate, goal orientation profiles, and work performance. Scand J Psychol 2018; 59:661-677. [PMID: 30265374 DOI: 10.1111/sjop.12490] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2017] [Accepted: 07/16/2018] [Indexed: 11/26/2022]
Abstract
The purpose of this study was to respond to the call for research on goal orientation (mastery and performance orientation) profiles in work contexts. Among 8,282 engineers and technologists, Latent profile analyses indicated that four different goal orientation profiles existed - primarily mastery oriented, indifferent, moderate multiple goals, and success oriented. Both success oriented employees and employees who are primarily mastery oriented indicated the highest individual work performance. Further, mastery and performance climates were found to be relevant antecedents of employees' goal orientation profiles. Supplementary analyses suggested that a primarily mastery oriented profile seems to be more beneficial for the facilitation of employee well-being. The practical implications of these findings and directions for future research are presented.
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Wang Y, Wu CH, Parker SK, Griffin MA. Developing goal orientations conducive to learning and performance: An intervention study. JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY 2018. [DOI: 10.1111/joop.12227] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
Affiliation(s)
- Ying Wang
- School of Management; RMIT University; Melbourne Victoria Australia
| | - Chia-Huei Wu
- Department of Management and Marketing; Durham University; UK
| | - Sharon K. Parker
- Centre for Transformative Work Design; Curtin Business School; Curtin University; Bentley Western Australia Australia
| | - Mark A. Griffin
- Curtin Business School; Curtin University; Bentley Western Australia Australia
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Den Hartigh RJR, Gernigon C. Time-out! How psychological momentum builds up and breaks down in table tennis. J Sports Sci 2018; 36:2732-2737. [PMID: 29785873 DOI: 10.1080/02640414.2018.1477419] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
The current study examined the development of psychological momentum (PM) in table tennis and the effect of a time-out. Eighty table tennis players were exposed to an audiovisual scenario, in which they either came back from 1-7 to 7-7 in an all-decisive game (positive momentum), or in which the opponent came back from 7-1 to 7-7 (negative momentum). Furthermore, at the score of 7-7 a time-out was called. One group of participants received no specific instructions during the time-out, whereas the other group received task (mastery-approach - MAp) instructions. Overall, PM perceptions increased for participants in the positive momentum condition, but decreased rapidly for participants in the negative momentum condition. In addition, the time-out led to a loss of PM in the positive momentum condition, but to a recovery of PM in the negative momentum condition. The instructions during the time-out did not make a significant difference. Together, these results suggest that scoring patterns in a table tennis game significantly affect the PM of players. Furthermore, a player or coach could benefit from calling a time-out in a negative momentum situation, as this provides an opportunity to psychologically recover.
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Affiliation(s)
- Ruud J R Den Hartigh
- a Department of Psychology , University of Groningen , Groningen , The Netherlands
| | - Christophe Gernigon
- b Faculty of Sport and Physical Education Sciences , University of Montpellier , Montpellier , France
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Different goals, different pathways to success: Performance-approach goals as direct and mastery-approach goals as indirect predictors of grades in mathematics. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2017.11.017] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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46
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Darnon C, Jury M, Aelenei C. Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2017. [DOI: 10.1007/s10212-017-0351-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Kamarova S, Chatzisarantis NLD, Hagger MS, Lintunen T, Hassandra M, Papaioannou A. Effects of achievement goals on perceptions of competence in conditions of unfavourable social comparisons: The mastery goal advantage effect. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2017; 87:630-646. [PMID: 28603871 DOI: 10.1111/bjep.12168] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2016] [Revised: 05/03/2017] [Indexed: 11/29/2022]
Abstract
BACKGROUND Previous prospective studies have documented that mastery-approach goals are adaptive because they facilitate less negative psychological responses to unfavourable social comparisons than performance-approach goals. AIMS This study aimed to confirm this so-called 'mastery goal advantage' effect experimentally. METHODS A 2 × 3 design was adopted where achievement goals (mastery vs. performance) and normative information (favourable vs. no-normative information vs. unfavourable) were manipulated as between participant factors. SAMPLE Participants were 201 undergraduates, 57 males and 144 females, ranging in age from 17 to 55 years (Mage = 22.53, SD = 6.51). RESULTS Regression analyses pointed out that experimentally induced mastery-approach goals facilitated higher levels of competence and happiness with task performance than experimentally induced performance-approach goals in conditions of unfavourable social comparisons. In contrast, although performance-approach goals yielded the highest levels of happiness with task performance in conditions of favourable social comparisons, this positive effect of performance-approach goals did not extend to perceptions of competence. CONCLUSION Current findings broaden understanding of the adaptive nature of mastery-approach goals and suggest that it is possible to modulate aversive responses to unfavourable social comparisons by focusing attention on mastery-approach goals.
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Affiliation(s)
- Sviatlana Kamarova
- Health Psychology and Behavioural Medicine Research Group, School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
| | - Nikos L D Chatzisarantis
- Health Psychology and Behavioural Medicine Research Group, School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
| | - Martin S Hagger
- Health Psychology and Behavioural Medicine Research Group, School of Psychology and Speech Pathology, Curtin University, Perth, Western Australia, Australia
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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: 16] [Impact Index Per Article: 2.3] [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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Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes. SOCIAL PSYCHOLOGY OF EDUCATION 2017. [DOI: 10.1007/s11218-017-9368-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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50
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The important role of the context in which achievement goals are adopted: an experimental test. MOTIVATION AND EMOTION 2017. [DOI: 10.1007/s11031-016-9600-8] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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