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Zhu C, Wu X. A Study on Differential Effects of Mathematics Reading Ability on Students' Value-Added Mathematics Achievements. Behav Sci (Basel) 2023; 13:754. [PMID: 37754032 PMCID: PMC10525105 DOI: 10.3390/bs13090754] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Revised: 09/06/2023] [Accepted: 09/09/2023] [Indexed: 09/28/2023] Open
Abstract
Value-added assessments have become a reasonable and accepted assessment method for education and teaching. Mathematics reading ability is an important ability in mathematics learning which provides a prerequisite for solving mathematical problems. With the aim of uncovering the effects of mathematics reading ability on the continuous development of mathematics learning, this study focuses on the value added to students' mathematics reading ability as well as their mathematics performance. From a longitudinal perspective, we collected academic achievement data for 463 s-grade students, including their scores on their mathematics reading ability, which were then used a developed measurement tool. Building on Weiss's "Theory of Change", the students were divided into four categories: high academic achievement and high value-added, low academic achievement and high value-added, low academic achievement and low value-added, and high academic achievement and low value-added. Finally, we discussed the impact of the students' reading abilities in mathematics on their overall achievement. This study reveals a close correlation between mathematics reading skills and value-added performance. Higher scores in mathematics reading indicate higher value-added levels. For students with initially high scores, their mathematics reading skills greatly contributed to their high value-added performance.
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Affiliation(s)
- Cheng Zhu
- School of Mathematics and Statistics, Qiannan Normal University for Nationalities, Duyun 558000, China;
| | - Xiaopeng Wu
- Faculty of Education, Northeast Normal University, Changchun 130024, China
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2
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Mulvenna M, Adie JW, Tramontano C. Self-based goals, underlying reasons, performance and discrete emotions among parkrunners. Front Psychol 2023; 14:1017836. [PMID: 37465486 PMCID: PMC10352087 DOI: 10.3389/fpsyg.2023.1017836] [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: 08/12/2022] [Accepted: 06/05/2023] [Indexed: 07/20/2023] Open
Abstract
Introduction A temporal sequence of hypothesized relationships was tested between self-based goals and their underlying reasons → stress appraisals → performance and emotions, among UK parkrunners. A conditional process model was also examined to ascertain the potential moderating role of self-determined reasons in explaining the indirect relationship of self-based goals predicting performance and emotions via stress appraisals. Methods Utilizing a prospective design, 324 parkrunners (Mage = 45.27; SD = 10.73 years) completed online measures of self-based goals, their underlying reasons at 7 days (T1), and stress appraisals at 24 h (T2), prior to their next UK parkrun. Performance data and discrete emotions (pride and shame) were reported 24 h post-parkrun (T3). Results Structural Equation Modeling revealed partial support for the hypothesized model. More specifically, findings suggested that: (1) T1 self-determined reasons underpinning a self-approach goal positively predicted T2 challenge appraisals and T3 pride, (2) T1 self-determined reasons for pursuing a self-avoidance goal corresponded to reduced T3 performance and shame, (3) T2 challenge and threat appraisals were found to positively relate to T3 pride, and (4) the slower parkrunners ran, the more shame they felt post-event. T2 challenge and threat appraisals were found to mediate the relationship between T1 self-determined reasons underlying a self-approach goal and T3 pride. Further analysis failed to support a conditional process model. Discussion Our findings suggest the intensity of pursuing a self-based goal does not matter at all, but underlying self-determined reasons are a key driver influencing stress appraisals, performance and subsequent emotions among parkrunners.
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Affiliation(s)
- Mairi Mulvenna
- Faculty of Arts, Science and Technology, University of Northampton, Northampton, United Kingdom
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3
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Theiyab Alazemi AF, Heydarnejad T, Ismail SM, Gheisari A. A model of academic buoyancy, L2 grit, academic emotion regulation, and personal best: An evidence from EFL context. Heliyon 2023; 9:e13149. [PMID: 36785813 PMCID: PMC9918774 DOI: 10.1016/j.heliyon.2023.e13149] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 01/18/2023] [Accepted: 01/19/2023] [Indexed: 01/22/2023] Open
Abstract
Students are the products of educational system and every strategy taken in education may foster or hinder their learning progress. Efficient instruction is achieved when emotional and cognitive heath of the learners is warranted. Despite the critical roles of Academic Buoyancy (AB), L2 grit, Academic Emotion Regulation (AER), and Personal Best (PB), studies on their reciprocal relationships are still under shadow. Thus, this investigation suggested a model to depict the interplay among AB, L2 grit, AER, and PB. In so doing, The Academic Buoyancy Scale (ABS), The Language-domain-specific Grit Scale (L2-Grit S), The Academic Emotion Regulation Questionnaire (AERQ), and The Personal Best Scale (PBS) were distributed to 435 Iranian EFL university learners at BA level. The data screening based on Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) reflected that buoyant as well as gritter EFL learners are more aware of evaluating their academic emotional experiences as well as perusing their goals. More precisely, the mediator roles of AB and L2 grit on AER and PB were uncovered. The implications of this study, which advance psychology of language learning and teaching are thoroughly discussed.
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Affiliation(s)
| | - Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
| | - Sayed M. Ismail
- Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
| | - Asma Gheisari
- Payame Nour University of Ahvaz, Ahvaz, Iran,Corresponding author.
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Bostwick KC, Martin AJ, Collie RJ, Durksen TL. Motivation in context: A multilevel examination of growth orientation across one year. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1016/j.appdev.2022.101435] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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5
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Antoniou F, Alkhadim GS. The Stressful Experience of Goal Orientations Under Frustration: Evidence Using Physiological Means. Front Psychol 2022; 13:823655. [PMID: 35496138 PMCID: PMC9043329 DOI: 10.3389/fpsyg.2022.823655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 03/11/2022] [Indexed: 11/13/2022] Open
Abstract
The purpose of the present study was to test the hypothesis that goal orientation is associated with divergent forms of emotional reactivity under frustration. Goal orientations were assessed using bifurcations of performance goals described earlier. Physiological stress levels were measured via a blood volume pulse analysis after individuals were subjected to a computerized Stroop task using a malfunctioning mouse to induce enhanced frustration. The results indicated that performance-avoidance goals were associated with the highest levels of emotional reactivity, with normative outcome goals being significantly more detrimental than ability goals. We concluded that the motivation to avoid failure or to outperform others is the most detrimental determinant of stress and needs to be avoided by all means. Instead, it is suggested that educators emphasize performance using personal best outcomes or by valuing engagement, deep processing and task completion.
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Affiliation(s)
- Faye Antoniou
- Department of Educational Sciences, National and Kapodistrian University of Athens, Athens, Greece
| | - Ghadah S. Alkhadim
- Department of Psychology, College of Arts, Taif University, Taif, Saudi Arabia
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6
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Phan HP, Ngu BH. Advancing the Study of “Goals of Best Practice”: Toward Achieving Optimal Best – Educational Implications to Developments in Flow Research and Positive Optimal Psychology. Front Psychol 2022; 13:838560. [PMID: 35478753 PMCID: PMC9036102 DOI: 10.3389/fpsyg.2022.838560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 03/10/2022] [Indexed: 11/13/2022] Open
Abstract
The paradigm of positive psychology is significant in introducing positive psychological concepts such as “flourishing,” “optimal best,” and “a state of flow.” In terms of research development of positive psychology, the researchers of this article have made extensive theoretical, empirical, and methodological contributions by advancing the study of optimal best. One aspect of this research, notably, consists of advancement of the psychological process of optimization. Optimization, in brief, provides a theoretical account into the “optimization” of a person’s state of functioning. Non-academically, a Buddhist nun’s seeking to successfully achieve an optimal state of enlightenment or, academically, a first-year student’s seeking to achieve an A grade in Psych 101 would require some form of optimization. Recent research development has, interestingly, considered a related concept known as “goals of best practice” (GsBP), which may co-exist with the process of optimization and/or assist to account for the optimization of learning experiences. This conceptual analysis article, by utilizing the paradigm of philosophical psychology, advances the study of optimal best practice by focusing on three major aspects: (i) to consider conceptually and philosophically how and/or the extent to which GsBP could, in fact, relate to the nature of flow, flourishing, and optimal best; (ii) to consider a methodological account, which could help to measure and assess the concept GsBP; and (iii) to consider the potential practicality of GsBP in educational contexts, which may assist to facilitate and motivate the achievement of optimal best. These three aspects, we firmly believe, are of significance as they provide grounding for implementation and continuing research development into the area of best practice.
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Phan HP, Ngu BH. Interrelationships Between Psychosocial, Motivational, and Psychological Processes for Effective Learning: A Structural Equation Modeling Study. Front Psychol 2021; 12:740965. [PMID: 34659059 PMCID: PMC8514688 DOI: 10.3389/fpsyg.2021.740965] [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: 07/14/2021] [Accepted: 09/07/2021] [Indexed: 11/13/2022] Open
Abstract
We tested a theoretical-conceptual model that introduced our recently developed psychological concept, termed as psychological processes, which is defined as "a person's continuing frame of mind to focus on disposition toward strong resolute, structured thoughts and organization, and aspiration to strive for educational success." This proposition is innovative as it considers the notion that a person's mindset is malleable and, importantly, subjects to social experiences derived from a situated social context. Moreover, from our definition, we contend that psychological processes, as a distinct construct, is "latent," or underlying, with three comparable psychological attributes: personal resolve, effective functioning, and personal striving. Our conceptualization, acknowledging the importance of social contexts and individualized experience and personal belief, proposed that perceived social experiences (i.e., positive versus negative), as a source of information, would shape a student's psychological processes, his/her state of motivation, and engagement in different types of adaptive outcomes. Moreover, from our point of view, psychological processes would act as a predictor as well as a potential mediator of motivation and engagement in different types of adaptive outcomes. In a similar vein, from the positive effect of psychological processes, motivation could act as a predictor as well as a mediator of adaptive outcomes. Structural equation modeling, from Taiwanese university students' (N = 739) responses to various Likert-scale measures, showed support for our original a priori model - for example, the positive effects of perceived social experiences on psychological processes (β = 0.81, p < 0.001) motivation (β = 0.61, p < 0.001), and adaptive outcomes (β = 0.36, p < 0.01), and the positive effect of psychological processes on motivation (β = 0.31, p < 0.01). Interestingly, we also found some interesting findings with regard to the effects of measured indicators - for example, the positive effect of personal resolve, as a measured indicator, on adaptive outcomes (β = 0.28, p < 0.001), and the effect of self-efficacy, as a measured indicator, on academic liking experience, also a measured indicator (β = 0.12, p < 0.01). Overall, the results established have a wide range of implications for consideration - for example, the development of an educational program and/or instructional design that could promote and foster positive learning experiences.
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Affiliation(s)
- Huy P. Phan
- School of Education, University of New England, Armidale, NSW, Australia
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8
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Daumiller M, Zarrinabadi N. "My goal is to do the best that I can in this class": Relevance of potential-based achievement goals for intrinsic motivation and course performance. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2021; 56:934-940. [PMID: 34195996 DOI: 10.1002/ijop.12792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2020] [Accepted: 05/17/2021] [Indexed: 11/06/2022]
Abstract
Goals are a core aspect of motivation. Elliot et al. (2015) introduced potential-based goals as a type of self-based goals that are conceptualised as seeking to do as well as one possibly could (potential approach goals) or seeking to avoid doing worse than one possibly could (potential avoidance goals). We follow up on this construct by examining its factorial structure and investigating its associations with intrinsic motivation and performance. We assessed 436 Iranian university students' potential-based goals at the beginning of an English course, intrinsic motivation during the semester and end-of-course performance. Results attested factional separability similar to the original work, supporting generalisability concerning more collectivistic contexts. Potential approach goals were positively associated with intrinsic motivation and performance, while potential avoidance goals were negatively associated with performance, also after controlling for demographics. Overall, this affirms the relevance of potential-based goals for a comprehensive understanding of how goals motivate individuals.
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Affiliation(s)
- Martin Daumiller
- Department of Psychology, University of Augsburg, Augsburg, Germany
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9
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Zhou J. How Does Dualistic Passion Fuel Academic Thriving? A Joint Moderated-Mediating Model. Front Psychol 2021; 12:666830. [PMID: 34163408 PMCID: PMC8215354 DOI: 10.3389/fpsyg.2021.666830] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 05/04/2021] [Indexed: 11/23/2022] Open
Abstract
Based on the dualistic model of passion, this study developed a joint moderated–mediating model to investigate the mechanism of dualistic passion on academic thriving. We surveyed 960 Chinese university students with a questionnaire. The results showed that harmonious and obsessive passion positively predicted academic thriving, with the effect of harmonious passion being stronger. Academic personal best goal mediated these relationships. Moreover, threat stress appraisal and academic workload jointly moderated the direct effects of harmonious passion on academic personal best goal and obsessive passion on academic personal best goal, and the first stage of the mediating effects of academic personal best goal between harmonious passion and academic thriving as well as obsessive passion and academic thriving. Specifically, for low–threat stress appraisal and academic workload, the direct effect of harmonious passion on academic personal best goal and the mediating effect of academic personal best goal were stronger. Meanwhile, for high–threat stress appraisal and academic workload, the same applied for obsessive passion. These findings provide important implications for educational practice by highlighting an underlying mechanism of how and when dualistic passion, particularly for obsessive passion, can initiate and maintain academic thriving.
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Affiliation(s)
- Jie Zhou
- Department of Police Management, Sichuan Police College, Luzhou, China
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10
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Phan HP, Ngu BH. Introducing the Concept of Consonance-Disconsonance of Best Practice: A Focus on the Development of 'Student Profiling'. Front Psychol 2021; 12:557968. [PMID: 33995160 PMCID: PMC8121024 DOI: 10.3389/fpsyg.2021.557968] [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: 05/01/2020] [Accepted: 04/07/2021] [Indexed: 11/17/2022] Open
Abstract
The present study, using a non-experimental approach, investigated a theoretical concept of best practice, which we recently introduced - namely: a 'state of consonance' and a 'state of disconsonance' of best practice. Consonance of best practice posits that different levels of best practice (e.g., low level of best practice versus optimal level of best practice), as well as other comparable psychological constructs (e.g., motivation towards learning) would cluster or 'group' together. Disconsonance of best practice, in contrast, would indicate non-overlapping of contrasting levels of best practice (i.e., low level of best practice versus optimal level of best practice). Taiwanese undergraduates (N = 831) from five private universities in Taipei City and New Taipei City, Taiwan took part in the study by responding to a suite of Likert-scale questionnaires (e.g., Best Practice Questionnaires, Motivation towards Learning Questionnaire), which took approximately 30-35 min to complete. Cluster analysis, commonly known as ClA, was used to analyze the data and seek theoretical understanding into the nature of the consonance of best practice. Results, overall, showed support for our proposition, resulting in four distinct profiles: 'a Balanced Profile,' 'an Intrinsic Motivation Profile,' 'a Current Best Practice + Interest Profile,' and 'a Current Best Practice + Motivation Profile.' This evidence, helping to advance further research development, has a number of practical implications for consideration. For example, how could we use the Balanced Profile to develop learning objectives and/or pedagogical practices that would encourage students to enjoy their learning experiences?
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Affiliation(s)
- Huy P. Phan
- School of Education, University of New England, Armidale, NSW, Australia
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11
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Liem GAD, Martin AJ. The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/j.1742-9544.2011.00049.x] [Citation(s) in RCA: 72] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | - Andrew J Martin
- Faculty of Education and Social Work, The University of Sydney
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12
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Phan HP, Ngu BH, Chen SC, Wu L, Shi SY, Lin RY, Shih JH, Wang HW. Advancing the Study of Positive Psychology: The Use of a Multifaceted Structure of Mindfulness for Development. Front Psychol 2020; 11:1602. [PMID: 32765367 PMCID: PMC7380170 DOI: 10.3389/fpsyg.2020.01602] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 06/15/2020] [Indexed: 11/13/2022] Open
Abstract
Positive psychology, as a distinctive paradigm, focuses on the remedy of pathologies and, by contrast, the promotion of positive experiences and conditions in life (e.g., encouraging a state of flourishing). Positive psychology, in its simplistic form, may provide evidence and insightful understanding into the proactivity of human agency (Seligman, 1999; Seligman and Csíkszentmihályi, 2000). Drawing from this emphasis, we have developed the theory of optimization, which attempts to explain the achievement of optimal functioning in life (e.g., optimal cognitive functioning: academic performance). By the same token, in the course of our research development into the theory of optimization, we have also delved into a comparable theoretical orientation, namely: the multifaceted nature of mindfulness, consisting of three interrelated components - the psychological component of mindfulness, the philosophical component of mindfulness, and the spiritual component of mindfulness. This conceptualization of mindfulness is rather unique for its incorporation of both Western and Eastern knowledge, philosophical viewpoints, and epistemologies into one holistic framework. The main premise of this conceptual analysis article is to advance the study of positive psychology by specifically introducing our recently developed model of mindfulness, in this case, the multifaceted structure of mindfulness with its three distinct components. Importantly, we make attempts to highlight the significance of this multifaceted model by situating it within the theory of optimization for academic learning. Using philosophical psychology and personal-based teaching and research reasoning, we provide a valid rationale as to how aspects of our proposed model of mindfulness (e.g., reaching a state of enlightenment) could act to facilitate and optimize a person's state of functioning (e.g., cognitive functioning). Moreover, we posit that our rationale regarding mindfulness as a potential "optimizing agent" for the purpose of optimal functioning could, indeed, emphasize and reflect the salient nature of positive psychology. In other words, we contend that an explanatory account of mindfulness from the perspectives of Confucianism and Buddhism could, in this analysis, coincide with and support the meaningful understanding and appreciation for the study of positive psychology in educational and non-educational contexts. We conclude the article by exploring the complex issue of methodology - that is, for example, how would a researcher measure, assess, and/or empirically validate the multifaceted nature of mindfulness?
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Affiliation(s)
- Huy P Phan
- School of Education, University of New England, Armidale, NSW, Australia.,Department of Education, National Taipei University of Education, Taipei, Taiwan.,Graduate Institute of Asian Humanities, Huafan University, New Taipei City, Taiwan
| | - Bing H Ngu
- School of Education, University of New England, Armidale, NSW, Australia
| | - Si Chi Chen
- Department of Education, National Taipei University of Education, Taipei, Taiwan
| | - Lijuing Wu
- Department of Education, National Taipei University of Education, Taipei, Taiwan
| | - Sheng-Ying Shi
- Graduate Institute of Asian Humanities, Huafan University, New Taipei City, Taiwan
| | - Ruey-Yih Lin
- Department of Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
| | - Jen-Hwa Shih
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
| | - Hui-Wen Wang
- Department of Asian Philosophy and Eastern Studies, Huafan University, New Taipei City, Taiwan
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Phan HP, Ngu BH. Schooling experience and academic performance of Taiwanese students: the importance of psychosocial effects, positive emotions, levels of best practice, and personal well-being. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-020-09569-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Phan HP, Ngu BH, McQueen K. Future Time Perspective and the Achievement of Optimal Best: Reflections, Conceptualizations, and Future Directions for Development. Front Psychol 2020; 11:1037. [PMID: 32670133 PMCID: PMC7326102 DOI: 10.3389/fpsyg.2020.01037] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 04/24/2020] [Indexed: 11/14/2022] Open
Abstract
Time is an interesting concept. For some cultural groups, time is an entity that exists only in the here and now, whereas for others it can be linear, emphasizing a person’s past, present, and future. Many of us, while living in the “present moment,” may also anticipate and project future goals, dreams, hopes, and ambitions. Indeed, from a positive point of view, future orientations are healthy and may direct one’s focus, instill motivation and persistence, and mobilize the expenditure of effort. Existing research has provided empirical evidence to support the promotion and encouragement of a positive future time orientation. From an educational point of view, the study of time may be useful for calculating achievement, given that a student may use future time orientation to guide and direct his/her academic and/or non-academic future. One notable question for consideration, in this case, relates to the importance of timespan – that is, how far into the future should one project? There may be a significant difference between, say, a timespan that scopes a 6-month period as opposed to a timespan that scopes a 2-year period. By the same token, over the past few years we have delved into an interesting line of inquiry, namely, the nature of optimal best – for example, what facilitates and/or causes a person to achieve an optimal level of best practice in particular subject matter? Our theory of human optimization, consolidated and recently published in Frontiers in Psychology, provides an in-depth theoretical account of an underlying process, which we postulate could help explain the achievement of optimal best. Optimization, in this case, is intimately linked to a person’s achievement of optimal best. We rationalize that within the context of academic learning, cognitive complexity of particular subject matter could serve as an important source of motivation in the anticipation and projection a student’s extended future timespan. In this analysis, the extremely complex nature of a learning task or a suite of tasks may compel a student to consider a longer future timespan for successful completion. We also argue, in contrast, that the specific duration of a future timespan (for e.g., 6 months vs. 2 years) could play a significant role in the successful optimization of a student’s state of cognitive functioning.
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Affiliation(s)
- Huy P Phan
- School of Education, University of New England, Armidale, NSW, Australia
| | - Bing H Ngu
- School of Education, University of New England, Armidale, NSW, Australia
| | - Kelvin McQueen
- School of Education, University of New England, Armidale, NSW, Australia
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Brain Breaks® Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17051666. [PMID: 32143392 PMCID: PMC7084371 DOI: 10.3390/ijerph17051666] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 02/28/2020] [Accepted: 02/29/2020] [Indexed: 01/03/2023]
Abstract
Classroom-based physical activity (PA) interventions have received considerable attention due to improvements seen in academic achievement, classroom behaviors, and attitude toward PA. The purpose of this study was to evaluate the effectiveness of the Brain Breaks® Physical Activity Solutions in changing children’s attitudes toward PA. Students (N = 3036) aged 8–11 years from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey were randomly assigned to either a control or an experimental group. The experimental group received Brain Breaks® videos during classroom sessions throughout the four months of intervention. Student attitudes toward PA were measured using the Attitudes toward Physical Activity Scale (APAS) before and after the intervention. Repeated measures ANOVA indicated a time interaction effect for all APAS variables except fitness. Time-by-group interaction effects with different effect sizes were found for most APAS variables, with the greatest gain effect noted in the experimental group for self-efficacy, followed by learning from the videos concerning PA benefits, exercise importance, and enjoyment from engaging in PA. This study provides evidence supporting Brain Breaks® in terms of learning experience, attitudes towards PA, and personal motivation. Using exercise videos is recommended as an interactive, technology-based PA solution that can be easily integrated into the school setting.
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“The Best of the Intellect Is a Person’s Knowledge of His Own Self”: Exploring the Psychological Aspects of Imam Reza’s Hadith Using Structural Equation Modeling. HUMAN ARENAS 2020. [DOI: 10.1007/s42087-019-00068-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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17
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Alessandri G, Borgogni L, Latham GP, Cepale G, Theodorou A, De Longis E. Self-set goals improve academic performance through nonlinear effects on daily study performance. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2019.101784] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Bardach L, Lüftenegger M, Oczlon S, Spiel C, Schober B. Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00433-9] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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19
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Bostwick KC, Martin AJ, Collie RJ, Durksen TL. Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.03.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Phan HP, Ngu BH, Yeung AS. Optimization: In-Depth Examination and Proposition. Front Psychol 2019; 10:1398. [PMID: 31275210 PMCID: PMC6593188 DOI: 10.3389/fpsyg.2019.01398] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2019] [Accepted: 05/29/2019] [Indexed: 11/13/2022] Open
Abstract
One notable concept that is of interest is a person's state of optimal functioning. Achieving optimal functioning (e.g., subjective well-being at school), aside from personal autonomy, requires some form of "optimization." Optimization, we argue, is more than just an "enhancement," a "predictive effect," and/or a "causal flow" between an independent variable (IV) and a dependent variable (DV). We note from existing literature that optimization has often been referred to without a clear, definitive explanation of what this term actually entails. At the same time, we acknowledge that unlike other areas of development (e.g., engagement), no theoretical article is available to explain the concept of optimization. This article considers a number of theoretical tenets for advancement: (1) the tenet of three major criteria that could assist in the explanation, assessment, and measurement of optimization, (2) the tenet of the development of a methodological conceptualization that could measure and assess optimization, and (3) the tenet of the "quantification" of optimization, and in particular, a proposed index of optimization and a corresponding scientific notation of "γ", which we coin as an "optimizing effect." Overall, we contend that this examination is insightful and holistic, seeking clarity into an important topical theme in psychology.
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Affiliation(s)
- Huy Phuong Phan
- School of Education, Faculty of Humanities, Arts, Social Sciences and Education, University of New England, Armidale, NSW, Australia
| | - Bing Hiong Ngu
- School of Education, Faculty of Humanities, Arts, Social Sciences and Education, University of New England, Armidale, NSW, Australia
| | - Alexander Seeshing Yeung
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW, Australia
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Phan HP, Ngu BH, Wang HW, Shih JH, Shi SY, Lin RY. Achieving optimal best practice: An inquiry into its nature and characteristics. PLoS One 2019; 14:e0215732. [PMID: 31022235 PMCID: PMC6483225 DOI: 10.1371/journal.pone.0215732] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2018] [Accepted: 04/08/2019] [Indexed: 11/18/2022] Open
Abstract
The study of optimal best practice within the context of academia has produced both empirical and theoretical contributions. Optimal best practice, also coined as optimal functioning, is concerned with a person's personal best-that is, "what is the best that I can do for this academic subject?" Research in the social sciences has, to date, explored different types of optimal best-physical, cognitive, emotional, and social. What is of considerable interest, as a related matter, is a question of how a person reaches and experiences a level of optimal best practice. Recent research development, for example, has explored various conceptualizations of optimal best practice-for example, one distinctive theoretical model, the Framework of Achievement Bests [1, 2], makes a concerted effort to explore the underlying process of optimization-that is, in this case, how an optimal level of best practice is achieved. The present study, as detailed below, investigates via means of non-experimental data a theoretical model pertaining to the achievement of optimal best practice. This examination, we postulate, would enable us to add clarity and provide additional theoretical insights the operational nature of the process of optimization. The operational nature of optimization, as described in our recent research [1, 3], emphasizes three major tenets: (i) the main sources of a person's optimal best practice, (ii) the potential 'optimizing' influences of three comparable agencies on the achievement of optimal best practice (i.e., personal resolve, social relationship, and personal self-efficacy), and (iii) the impact of optimal best practice on future adaptive outcomes (i.e., academic striving and personal well-being). We explored this topic via means of the use of a non-experimental, correlational design with participants drawn from Taiwanese university students (N = 1010). Structural equation modelling (SEM) produced evidence, which empirically supported existing research [1, 3] and substantiated our knowledge of the concept of optimal best practice. Evidence established from the present study has also assisted us to identify one pervasive issue, which we call for further research development-namely, to consider, design, and develop an appropriate methodological approach that would enable researchers to accurately measure and assess the process of optimization. Finally, in terms of teaching and learning, we acknowledge that our research investigation has provided some insights into potential educational practices for implementation.
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Affiliation(s)
- Huy P. Phan
- School of Education, University of New England, Armidale, Australia
- * E-mail:
| | - Bing H. Ngu
- School of Education, University of New England, Armidale, Australia
| | - Hui-Wen Wang
- Department of Asian Philosophy and Eastern Studies, Huafan University, New Taipei City, Taiwan
| | - Jen-Hwa Shih
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
| | - Sheng-Ying Shi
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
| | - Ruey-Yih Lin
- Department of Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
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Phan HP, Ngu BH, Wang HW, Shih JH, Shi SY, Lin RY. Understanding levels of best practice: An empirical validation. PLoS One 2018; 13:e0198888. [PMID: 29902278 PMCID: PMC6002041 DOI: 10.1371/journal.pone.0198888] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Accepted: 05/28/2018] [Indexed: 11/19/2022] Open
Abstract
Recent research has explored the nature of the theoretical concept of optimal best practice, which emphasizes the importance of personal resolve, inner strength, and the maximization of a person's development, whether it is mental, cognitive, social, or physical. In the context of academia, the study of optimal functioning places emphasis on a student's effort expenditure, positive outlook, and determination to strive for educational success and enriched subjective well-being. One major inquiry closely associated with optimal functioning is the process of optimization. Optimization, in brief, delves into the enactment of different psychological variables that could improve a person's internal state of functioning (e.g., cognitive functioning). From a social sciences point of view, very little empirical evidence exists to affirm and explain a person's achievement of optimal best practice. Over the past five years, we have made extensive progress in the area of optimal best practice by developing different quantitative measures to assess and evaluate the importance of this theoretical concept. The present study, which we collaborated with colleagues in Taiwan, involved the use of structural equation modeling (SEM) to analyze a cohort of Taiwanese university students' (N = 1010) responses to a series of Likert-scale measures that focused on three major entities: (i) the importance of optimal best practice, (ii) three major psychological variables (i.e., effective functioning, personal resolve, and emotional functioning) that could optimize student' optimal best levels in academic learning, and (iii) three comparable educational outcomes (i.e., motivation towards academic learning, interest in academic learning, and academic liking experience) that could positively associate with optimal best practice and the three mentioned psychological variables. Findings that we obtained, overall, fully supported our initial a priori model. This evidence, in its totality, has made substantive practical, theoretical, and methodological contributions. Foremost, from our point of view, is clarity into the psychological process of optimal best practice in the context of schooling. For example, in relation to subjective well-being experiences, how can educators optimize students' positive emotions? More importantly, aside from practical relevance, our affirmed research inquiry has produced insightful information for further advancement. One distinction, in this case, entails consideration of a more complex methodological design that could measure, assess, and evaluate the impact of optimization.
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Affiliation(s)
- Huy P. Phan
- School of Education, University of New England, Armidale, NSW, Australia
| | - Bing H. Ngu
- School of Education, University of New England, Armidale, NSW, Australia
| | - Hui-Wen Wang
- Department of Philosophy, Huafan University, New Taipei City, Taiwan
| | - Jen-Hwa Shih
- Department of Buddhist Studies, Huafan University, New Taipei City, Taiwan
| | - Sheng-Ying Shi
- Graduate Institute of Asian Humanities, Huafan University, New Taipei City, Taiwan
| | - Ruey-Yih Lin
- Industrial Engineering and Management Information, Huafan University, New Taipei City, Taiwan
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Ginns P, Martin AJ, Papworth B. Student learning in Australian high schools: Contrasting personological and contextual variables in a longitudinal structural model. LEARNING AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.lindif.2018.03.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Burns EC, Martin AJ, Collie RJ. Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.02.001] [Citation(s) in RCA: 37] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Abstract
Research in psychology, economics, and neuroscience suggests that small differences in outcomes are felt disproportionately when they bridge a reference point separating psychological losses from psychological gains. However, knowledge of where reference points come from is limited. We propose that one’s personal best, or past peak performance, acts as a reference point by inducing effort when current performance would otherwise fall short. Analyzing a massive dataset of online chess games, we find that players exert effort to set new personal best ratings and quit once they have done so. In education, fitness, and other domains, technology is making performance quantifiable. Our results suggest that these advances will motivate individuals to compete with their past selves. Personal bests act as reference points. Examining 133 million chess games, we find that players exert effort to set new personal best ratings and quit once they have done so. Although specific and difficult goals have been shown to inspire greater motivation than vague pronouncements to “do your best,” doing one’s best can be a specific and difficult goal—and, as we show, motivates in a manner predicted by loss aversion.
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Khajavy GH, Bardach L, Hamedi SM, Lüftenegger M. Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2017.10.004] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Bostwick KCP, Collie RJ, Martin AJ, Durksen TL. Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2017. [DOI: 10.1027/2151-2604/a000287] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. The majority of educational research on the associations between growth constructs and academic outcomes has adopted a somewhat piecemeal approach, focusing on either growth mindset (implicit beliefs about intelligence) or growth goals. We explore an integrative approach to analyzing the impact of well-established and emerging growth constructs (viz. growth mindset, self-based growth goals, task-based growth goals) on academic outcomes in mathematics. Our participants were secondary school students (n = 4,411) in grades 7–9 from 19 schools in Australia. We used confirmatory factor analysis (CFA) and structural equation modeling (SEM) to test the measurement and substantive hypotheses in our study. We found that growth mindset, self-based growth goals, and task-based growth goals were well represented by an underlying growth orientation factor. Additionally, after controlling for five student background factors (e.g., sex, socioeconomic status [SES]), students’ growth orientation positively predicted mathematics engagement and achievement. These results contribute to the growing literature on educational growth constructs and academic success.
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Affiliation(s)
| | - Rebecca J. Collie
- School of Education, University of New South Wales, Sydney, Australia
| | - Andrew J. Martin
- School of Education, University of New South Wales, Sydney, Australia
| | - Tracy L. Durksen
- School of Education, University of New South Wales, Sydney, Australia
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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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Intrapersonal Achievement Goals and Underlying Reasons among Long Distance Runners: Their Relation with Race Experience, Self-Talk, and Running Time. Psychol Belg 2016; 56:288-310. [PMID: 30479441 PMCID: PMC5853908 DOI: 10.5334/pb.280] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
In a sample of long distance runners, we examined the role of type of intrapersonal achievement goals (i.e., approach versus avoidance) and type of underlying reasons (i.e., autonomous and controlled), assessed prior to the race, as predictors of both pre-race (e.g., race appraisals) and post-race (e.g., flow experience) outcomes. Of 221 (62.4% males) runners, 111 reported pursuing an intrapersonal-approach goal (i.e., doing better than before) as their dominant or preferred achievement goal for the race, while 86 prioritized intrapersonal-avoidance goals (i.e., avoiding to perform worse than before). Regression and path analyses showed that the type of achievement goals predicted none of the outcomes except for running time, with approach goals predicting better performance when compared to avoidance goals. Path analyses revealed that autonomous reasons underlying intrapersonal goal pursuit related positively to pre-race challenge appraisals, performance and, via need satisfaction, to flow experience. Interestingly, controlled reasons positively related to pre-race threat appraisals and positively predicted both positive and negative self-talk, with both yielding opposing relations with flow. These findings complement past research on the intersection between the Achievement Goal Approach and Self-Determination Theory and highlight the value of studying the reasons underlying intrapersonal achievement goals.
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The role of personal best (PB) goal setting in students' academic achievement gains. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.12.014] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Collie RJ, Martin AJ, Papworth B, Ginns P. Students' interpersonal relationships, personal best (PB) goals, and academic engagement. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.12.002] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Martin AJ, Collie RJ, Mok MMC, McInerney DM. Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 86:75-91. [PMID: 26388517 DOI: 10.1111/bjep.12092] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2015] [Revised: 08/05/2015] [Indexed: 11/30/2022]
Abstract
BACKGROUND Prior cross-cultural research with students in different national contexts (Australia and China) has shown consistency in the extent to which individual personal best (PB) goals are associated with engagement at school. AIMS This study extends this work to a multicultural context, assessing perceived PB goal structure in school and individual PB goals among Chinese- and English-speaking background Australian high school students attending the same schools. SAMPLE A sample of 450 students (N = 225 Chinese-speaking background Australian students; N = 225 matched English-speaking background Australian students) from 20 schools. METHOD We conducted multigroup path modelling to examine the following process model: Perceived PB goal structure in school → individual PB goals → school engagement → academic achievement. RESULTS Findings showed that for both groups, perceived PB goal structure in school is associated with an individual's PB goals (and engagement), individual PB goals are associated with engagement, and engagement is associated with achievement. The indirect effects of perceived PB goal structure in school to achievement (via individual PB goals and engagement) and individual PB goals to achievement (via engagement) were also significant. Notably, there was no significant difference in parameters between Chinese- and English-speaking background students, suggesting generality of the effects of perceived PB goal structure in school and individual PB goals in the engagement and achievement process. CONCLUSION Findings hold implications for educators teaching to culturally diverse classrooms and seeking to optimize students' academic growth within these contexts.
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Affiliation(s)
- Andrew J Martin
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
| | - Rebecca J Collie
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
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Martin AJ. Growth approaches to academic development: Research into academic trajectories and growth assessment, goals, and mindsets. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2015; 85:133-7. [DOI: 10.1111/bjep.12071] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2015] [Revised: 03/09/2015] [Indexed: 11/29/2022]
Affiliation(s)
- Andrew J. Martin
- School of Education; University of New South Wales; Sydney Australia
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Travers CJ, Morisano D, Locke EA. Self-reflection, growth goals, and academic outcomes: A qualitative study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2014; 85:224-41. [DOI: 10.1111/bjep.12059] [Citation(s) in RCA: 47] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2014] [Revised: 10/10/2014] [Indexed: 11/30/2022]
Affiliation(s)
| | - Dominique Morisano
- Centre for Addiction and Mental Health; Toronto Canada
- Dalla Lana School of Public Health; University of Toronto; Canada
| | - Edwin A. Locke
- Robert H. Smith School of Business; University of Maryland; College Park Maryland USA
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Ginns P, Martin AJ, Liem GA, Papworth B. Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment. JOURNAL OF RESEARCH IN PERSONALITY 2014. [DOI: 10.1016/j.jrp.2014.10.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Mok MMC, McInerney DM, Zhu J, Or A. Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2014; 85:154-71. [PMID: 25429847 DOI: 10.1111/bjep.12060] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/13/2014] [Revised: 10/23/2014] [Indexed: 11/29/2022]
Affiliation(s)
| | | | - Jinxin Zhu
- The Hong Kong Institute of Education; Tai Po New Territories Hong Kong
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Elliot A, Murayama K, Kobeisy A, Lichtenfeld S. Potential-based achievement goals. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2014; 85:192-206. [PMID: 24976065 DOI: 10.1111/bjep.12051] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2014] [Revised: 05/22/2014] [Indexed: 11/29/2022]
Abstract
BACKGROUND Self-based achievement goals use one's own intrapersonal trajectory as a standard of evaluation, and this intrapersonal trajectory may be grounded in one's past (past-based goals) or one's future potential (potential-based goals). Potential-based goals have been overlooked in the literature to date. AIMS The primary aim of the present research was to address this oversight within the context of the 3 × 2 achievement goal framework. SAMPLES The Study 1 sample was 381 US undergraduates; the Study 2 sample was 310 US undergraduates. METHODS In Study 1, we developed scales to assess potential-approach and potential-avoidance goals and tested their factorial validity with exploratory and confirmatory factor analyses. In Study 2, we used confirmatory factor analysis to test both the separability of past-based and potential-based goals and their higher order integration within the self-based category. RESULTS Study 1 supported the factorial validity of the potential-approach and potential-avoidance goal scales. Study 2 supported the separability of past-based and potential-based goals, as well as their higher order integration within the self-based category. CONCLUSIONS This research documents the utility of the proposed distinction and paves the way for subsequent work on antecedent and consequences of potential-approach and potential-avoidance goals. It highlights the importance of focusing on distinct types of growth-based goals in the achievement goal literature.
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Affiliation(s)
- Andrew Elliot
- University of Rochester, New York, USA.,King AbdulAziz University, Jeddah, Saudi Arabia
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Martin AJ. Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2014; 85:207-23. [PMID: 24904989 DOI: 10.1111/bjep.12038] [Citation(s) in RCA: 45] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2014] [Revised: 05/01/2014] [Indexed: 12/01/2022]
Abstract
BACKGROUND There has been increasing interest in growth approaches to students' academic development, including value-added models, modelling of academic trajectories, growth motivation orientations, growth mindsets, and growth goals. AIMS This study sought to investigate the relationships between implicit theories about intelligence (incremental and entity theories) and growth (personal best, PB) goals - with particular interest in the ordering of factors across time. SAMPLE The study focused on longitudinal data of 969 Australian high school students. METHOD The classic cross-lagged panel design (using structural equation modelling) was employed to shed light on the ordering of Time 1 growth goals, incremental theories, and entity theories relative to Time 2 (1 year later) growth goals, incremental theories, and entity theories. RESULTS Findings showed that Time 1 growth goals predicted Time 2 incremental theories (positively) and entity theories (negatively); Time 1 entity and incremental theories negatively predicted Time 2 incremental and entity theories respectively; but, Time 1 incremental theories and entity theories did not predict growth goals at Time 2. CONCLUSION This suggests that entity and incremental theories are negatively reciprocally related across time, but growth goals seem to be directionally salient over incremental and entity theories. Implications for promoting growth goals and growth mindsets are discussed.
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Affiliation(s)
- Andrew J Martin
- School of Education, University of New South Wales, Sydney, New South Wales, Australia
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The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2012. [DOI: 10.1016/j.cedpsych.2012.01.002] [Citation(s) in RCA: 35] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Chen SK, Hwang FM, Yeh YC, Lin SSJ. Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2011; 82:308-26. [PMID: 22583093 DOI: 10.1111/j.2044-8279.2011.02027.x] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Ssu-Kuang Chen
- Institute of Education, National Chiao Tung University, Taiwan
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Meyer LH, McClure J, Walkey F, Weir KF, McKenzie L. Secondary student motivation orientations and standards-based achievement outcomes. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 79:273-93. [DOI: 10.1348/000709908x354591] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Lee JQ, McInerney DM, Liem GAD, Ortiga YP. The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2010. [DOI: 10.1016/j.cedpsych.2010.04.004] [Citation(s) in RCA: 48] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. LEARNING AND INDIVIDUAL DIFFERENCES 2010. [DOI: 10.1016/j.lindif.2010.01.001] [Citation(s) in RCA: 71] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Martin AJ, Colmar SH, Davey LA, Marsh HW. Longitudinal modelling of academic buoyancy and motivation: do the '5Cs' hold up over time? BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2010; 80:473-96. [PMID: 20170601 DOI: 10.1348/000709910x486376] [Citation(s) in RCA: 91] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
BACKGROUND Academic buoyancy is students' ability to successfully deal with setbacks and challenges that are typical of academic life. The present study extends previous preliminary cross-sectional work that tentatively identified five motivational predictors of academic buoyancy - referred to as the '5Cs' of academic buoyancy: confidence (self-efficacy), coordination (planning), commitment (persistence), composure (low anxiety), and control (low uncertain control). AIMS The study seeks to more clearly ascertain the effects of motivation (and its mediating role) on academic buoyancy over and above prior academic buoyancy. SAMPLE The study comprised N=1,866 high school students from six schools. METHOD Longitudinal data were collected (1 year apart) and the hypothesized model exploring longitudinal effects was tested using structural equation modelling. RESULTS After controlling for prior variance in academic buoyancy, the 5Cs were significant predictors of subsequent academic buoyancy. Furthermore, over and above the direct effects of prior academic buoyancy on subsequent academic buoyancy, the 5Cs significantly mediated this relationship. CONCLUSIONS The study concludes with a discussion of the substantive, applied, and methodological implications for researchers and practitioners seeking to investigate and address the academic buoyancy of students who require the capacity to effectively function in an ever-challenging school environment.
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Affiliation(s)
- Andrew J Martin
- Faculty of Education and Social Work, University of Sydney, Australia.
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Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains. MOTIVATION AND EMOTION 2008. [DOI: 10.1007/s11031-008-9094-0] [Citation(s) in RCA: 74] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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46
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Martin AJ, Marsh HW. Academic buoyancy: Towards an understanding of students' everyday academic resilience. J Sch Psychol 2008; 46:53-83. [DOI: 10.1016/j.jsp.2007.01.002] [Citation(s) in RCA: 174] [Impact Index Per Article: 10.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2006] [Revised: 01/07/2007] [Accepted: 01/26/2007] [Indexed: 10/23/2022]
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Abstract
Buoyancy is individuals' ability to successfully deal with setbacks and challenges that are typical of everyday life—an “everyday resilience.” From a construct validity perspective, then, the present study conducts a psychometric scoping of buoyancy in the school setting. The study comprised 3,450 high school students and 637 school personnel administered the Buoyancy Scale, along with the Motivation and Engagement Scale and cognate measures. Confirmatory factor analysis supported the hypothesized factor structure of the Buoyancy Scale for personnel and students and invariance in factor loadings suggested similarity in constructs across samples. Reliability and distribution properties were also consistent across samples. Structural equation modeling showed males to be more buoyant in both samples, but opposite age effects were found with higher bouyancy amongst younger respondents in the student sample and older respondents in the workplace sample. Findings demonstrated broad congruency across samples in key relationships between buoyancy and hypothesized correlates.
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Green J, Martin AJ, Marsh HW. Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. LEARNING AND INDIVIDUAL DIFFERENCES 2007. [DOI: 10.1016/j.lindif.2006.12.003] [Citation(s) in RCA: 98] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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