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Katz-Vago I, Benita M. Mastery-approach and performance-approach goals predict distinct outcomes during personal academic goal pursuit. Br J Educ Psychol 2024; 94:309-327. [PMID: 37994118 DOI: 10.1111/bjep.12645] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Revised: 10/31/2023] [Accepted: 11/06/2023] [Indexed: 11/24/2023]
Abstract
BACKGROUND Mastery and performance goals are typically measured as trait-like abstract goals. However, in their daily academic pursuits, students pursue more concrete goals. The pursuit of these goals is replete with obstacles that can lead to an action crisis. AIMS We examined how mastery and performance goals affect progress, effort and well-being during academic goal pursuit. We also asked whether these goals moderated relations between an action crisis and goal pursuit. SAMPLE 154 Israeli students (average age = 23.59 years, SD = 2.17; 62% female) preparing for an exam. METHODS In this daily diary study, participants first reported the date of their most stressful exam, two related goals, and their trait-like achievement goals (mastery, performance). They then completed daily questionnaires assessing their progress, effort, well-being and action crisis on the 10 days leading up to the exam. RESULTS Multilevel modelling showed mastery goals positively predicted daily goal effort and progress and negatively predicted daily action crises, while performance goals positively predicted daily negative affect and action crises. An action crisis was negatively correlated with next-day goal progress and positive affect among students with high-performance goals. In students with low-performance goals, an action crisis positively predicted next-day positive affect. Finally, for students high on mastery goals, an action crisis was unrelated to negative affect on the same day. CONCLUSIONS Different trait-like achievement goals can be mapped onto a common personal goal and affect its pursuit differently. Mastery goals predict optimal goal pursuit, and performance goals are associated with non-optimal goal pursuit.
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Affiliation(s)
- Inbar Katz-Vago
- School of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Moti Benita
- School of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel
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King RB, Wang F, Leung SO, Elliot A. Socio-economic status, mastery-approach goals and learning-related outcomes: Mediation and moderation. Br J Educ Psychol 2024; 94:499-517. [PMID: 38243129 DOI: 10.1111/bjep.12660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2023] [Revised: 07/28/2023] [Accepted: 11/30/2023] [Indexed: 01/21/2024]
Abstract
BACKGROUND Socio-economic status is one of the most important factors shaping students' motivation and achievement but has seldom been explored in relation to achievement goals. AIMS This study aimed to investigate whether mastery-approach goals explain the link between SES and key learning-related outcomes (mediation) and whether SES modifies the relationship between mastery-approach goals and these outcomes (moderation). SAMPLE Data came from 595,444 students nested in 21,322 schools across 77 countries. METHODS Data were analysed using multilevel-moderated mediation analyses. RESULTS We found significant mediation and moderation. In terms of mediation, mastery-approach goals mediated the association between family SES and learning-related outcomes. However, a different pattern emerged for school SES, as students in higher SES schools had lower mastery-approach goals. In terms of moderation, we found that family SES strengthened the association between mastery-approach goals and learning-related outcomes. However, the association between mastery-approach goals and learning-related outcomes was weaker in higher SES schools. CONCLUSION Theoretical and practical implications for the achievement goal approach to achievement motivation are discussed.
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Affiliation(s)
- Ronnel B King
- Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China
| | - Faming Wang
- Teaching and Learning Innovation Centre, The University of Hong Kong, Hong Kong, China
| | | | - Andrew Elliot
- Department of Psychology, University of Rochester, Rochester, New York, USA
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Gao W, Ji J, Zhang W, Liu X. Depression and approach-avoidance achievement goals of Chinese undergraduate students: A four-wave longitudinal study. Br J Educ Psychol 2024; 94:151-164. [PMID: 37783569 DOI: 10.1111/bjep.12638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Accepted: 09/12/2023] [Indexed: 10/04/2023]
Abstract
OBJECTIVE The study explored the prospective relations between depression and approach-avoidance achievement goals of undergraduate students in China. METHODS 2473 full-time undergraduates reported their depression and achievement goals annually from the freshman to the senior year. Data were analysed using descriptive statistics, correlation analysis and cross-lagged models. RESULTS Students' achievement goals decreased gradually during the first 3 years but rose in the fourth year, and the avoidance goals appeared to be less prevalent than the approach goals over time. Depression was negatively associated with approach goals, whereas positively correlated with avoidance goals. Depression in the freshman and sophomore years resulted in more avoidance goals 1 year later, and the depressive problems in the junior year predicted the decline of approach goals in the senior year. CONCLUSIONS The present study highlighted the deleterious effects of depression on the achievement goals of college students.
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Affiliation(s)
- Wenjuan Gao
- Institute of Higher Education, Beihang University, Beijing, China
- School of Public Administration, Beihang University, Beijing, China
- Research Centre for Beijing Higher Education Development, Beijing, China
| | - Junlin Ji
- Institute of Higher Education, Beihang University, Beijing, China
- School of Public Administration, Beihang University, Beijing, China
- Research Centre for Beijing Higher Education Development, Beijing, China
| | - Wenjie Zhang
- Graduate School of Education, Peking University, Beijing, China
| | - Xinqiao Liu
- School of Education, Tianjin University, Tianjin, China
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Martinez Kercher VM, Burton D, Pickering MA, Kercher K. Profiling Physical Activity Motivation Based on Reasons for Exercise: A Cluster Analysis Approach. Psychol Rep 2024; 127:124-141. [PMID: 35968560 DOI: 10.1177/00332941221119413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2024]
Abstract
The purpose of this study is to identify profiles based on the reasons adults have for being physically active. A secondary purpose was to examine how profiles differ on motivational regulation and physical activity (PA). A total of 1275 (46.5 ± 16.8 years) participants were solicited from a hospital-affiliated wellness center, social media promotions, and a research volunteer registry. The Reasons to Exercise (REX-2) scale, International PA Questionnaire, Behavioral Regulation in Exercise Questionnaire-3, and demographic questionnaire were utilized to assess variables of interest with a cross-sectional survey. Using SPSS Version 26, K-cluster analysis was used to identify profiles based on the reasons for exercise that individuals identified as important. Multivariate analysis of variance (MANOVA) was used to assess profile differences followed by ANOVA. Four profiles were derived based on reason for exercise scores: a multi-reason positive (N = 361), a multi-reason negative (N = 232), an autonomous-focused (N = 259), and a control-focused cluster (N = 382) (p < .001). These unique clusters differed significantly (p < .001) from each other with respect to motivation to be active and PA. The multi-reason positive cluster engaged in higher levels of total moderate and vigorous PA minutes/week compared to the other clusters. Therefore, adult's motivation for PA may be likely to be affected by a combination of different informal goals and valuing a number of goals that are both extrinsic/controlling (e.g., to look good) and autonomous/intrinsic (e.g., to feel good), may promote greater autonomous motivation regulation and greater PA levels than highly autonomous/intrinsic goals alone.
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Affiliation(s)
| | - Damon Burton
- Department of Movement Sciences, University of Idaho, Moscow, ID, USA
| | | | - Kyle Kercher
- Department of Applied Health Science, Indiana University, Bloomington, IN, USA
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Lee YK, Yue Y, Perez T, Linnenbrink-Garcia L. Dweck's Social-Cognitive Model of Achievement Motivation in Science. Learn Individ Differ 2024; 110:102410. [PMID: 38405100 PMCID: PMC10887275 DOI: 10.1016/j.lindif.2024.102410] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024]
Abstract
Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates (n = 1,036), the relations among mindsets, science academic self-efficacy, achievement goals, and achievement-related outcomes in science were examined. Fixed mindset related to performance goals. Growth mindset related to mastery goals and the number of courses completed. There was a significant indirect effect of growth mindset on interest value via mastery goals. Contrary to Dweck's model, the relation of performance goals to outcomes did not vary as a function of science academic self-efficacy. The findings provide empirical evidence for a more nuanced understanding of Dweck's model. They provide practical insights for how to support undergraduate students who are pursuing science-related career.
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Affiliation(s)
- You-kyung Lee
- Department of Education, Sookmyung Women’s University
| | - Yuanyuan Yue
- Educational Foundations and Leadership, Old Dominion University
| | - Tony Perez
- Educational Foundations and Leadership, Old Dominion University
| | - Lisa Linnenbrink-Garcia
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University
- Department of Education and the Brain & Motivation Research Institute (bMRI), Korea University
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Lee J, Park J. The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers. Front Psychol 2024; 15:1332464. [PMID: 38348252 PMCID: PMC10859454 DOI: 10.3389/fpsyg.2024.1332464] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Accepted: 01/04/2024] [Indexed: 02/15/2024] Open
Abstract
Introduction Grit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers. Methods A total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model. Results Correlation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05-0.01). SEM confirmed the model's goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from -0.34 to 0.57, p < 0.05-0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01). Conclusion The study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit's direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.
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Affiliation(s)
- Joonyoung Lee
- Department of Health, Physical Education, and Recreation, Jackson State University, Jackson, MS, United States
| | - Jinwoo Park
- Sports Science Institute, Pusan National University, Busan, Republic of Korea
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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] [What about the content of this article? (0)] [Affiliation(s)] [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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Chan M, Liem GAD. Achievement goal profiles and their associations with math achievement, self-efficacy, anxiety and instructional quality: A single and multilevel mixture study. Br J Educ Psychol 2023; 93:1072-1088. [PMID: 37280487 DOI: 10.1111/bjep.12620] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 05/05/2023] [Accepted: 05/26/2023] [Indexed: 06/08/2023]
Abstract
BACKGROUND There is growing interest in studying the co-occurrence of multiple achievement goals and how different goal profiles relate to educational outcomes. Further, contextual aspects of the classroom have been known to influence the goals students pursue but existing studies remain confined within certain traditions and confounded by methods not well suited for studying classroom climate effects. AIMS This study sought to investigate achievement goal profiles in mathematics and their associations with background covariates (i.e., gender, prior achievement) and correlates at the student-level (i.e., achievement, self-efficacy, anxiety) and class-level (instructional quality dimensions of classroom management, supportive climate, instructional clarity and cognitive activation). SAMPLE Participants were 3836 Secondary-3 (Grade-9) students from 118 mathematics classes in Singapore. METHODS Achievement goal profiles and their relationships with covariates and student-level correlates were examined with updated procedures of latent profile analysis. Subsequently, multilevel mixture analysis assessed the associations of student-level goal profiles and different class-level dimensions of instructional quality. RESULTS Four profiles were identified: Average-All, Low-All, High-All and High-Approach. These profiles differed across covariates and correlates, with High-Approach students associated with positive outcomes and High-All students with math anxiety. Cognitive activation and instructional clarity predicted stronger membership in High-Approach profile than Average-All and Low-All, but not High-All. CONCLUSION Certain goal profile patterns were consistent with past studies and supported the fundamental separation of approach and avoidance goals. Less differentiating profiles were associated with undesirable educational outcomes. Instructional quality can be considered as an alternative framework for examining classroom climate effects of achievement goals.
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Affiliation(s)
- Melvin Chan
- National Institute of Education, Nanyang Technological University, Singapore City, Singapore
| | - Gregory Arief D Liem
- National Institute of Education, Nanyang Technological University, Singapore City, Singapore
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Pan R, Hou Z, Wang D, Liu B. It Is Not Bad to Be the Big Fish in a Small Pond: Revisiting the Double-Edged Sword Model of College Students' Perceived Overqualification. Behav Sci (Basel) 2023; 13:546. [PMID: 37503993 PMCID: PMC10376677 DOI: 10.3390/bs13070546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 06/15/2023] [Accepted: 06/27/2023] [Indexed: 07/29/2023] Open
Abstract
School psychologists are concerned about underperforming students; however, a recent study calls attention to a group of college students who believe themselves to outperform other students: students who perceive themselves as overqualified. In this study, we revisited the double-edged sword model of college students' perceived overqualification (POQ) by untangling the mediating mechanism between POQ, learning engagement, and life satisfaction. We also tested the interactions between the growth mindset and POQ. Two questionnaire surveys were conducted and attained some different results from previous studies: (1) POQ positively predicted learning engagement via the mediation of career aspiration and performance-approach goals but not performance-avoidance goals; (2) The positive effects of POQ on career aspirations, performance-approach goals, and learning engagement were weakened by the growth mindset; (3) The relationship between POQ and life satisfaction was nonsignificant. Relative deprivation negatively mediated this relationship, while generalized self-efficacy positively mediated this relationship. These findings enriched our understanding of how POQ may affect college students' learning and well-being; in addition, we also provided initial evidence that a growth mindset is less beneficial for members of advantaged groups in academic settings. Based on our findings, we offered practical suggestions regarding POQ students in colleges.
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Affiliation(s)
- Runsheng Pan
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Zhijin Hou
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China
| | - Danni Wang
- Normal College, Jimei University, Xiamen 361000, China
| | - Beibei Liu
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China
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Vlachos O, Papaioannou AG. Multidimensional Motivational Climate Questionnaire in Physical Education at the Situational Level of Generality (MUMOC-PES). Int J Environ Res Public Health 2023; 20:4202. [PMID: 36901211 PMCID: PMC10001954 DOI: 10.3390/ijerph20054202] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 02/19/2023] [Accepted: 02/21/2023] [Indexed: 06/18/2023]
Abstract
The main aim of this study was to investigate the construct validity of a new MUltidimensional MOtivational Climate questionnaire in Physical Education (PE) at the Situational level of generality (MUMOC-PES), capturing four dimensions of empowering (autonomy support, task-involvement, relatedness support, structure) and three dimensions of disempowering (controlling, relatedness thwarting, ego-involvement) climate. Nine hundred and fifty-six adolescent students completed the new measure alongside measures of mastery and performance approach/avoidance climate and satisfaction. Confirmatory factor analysis supported the construct validity of the MUMOC-PES. Student satisfaction in PE corresponded positively to empowering and negatively to disempowering climate dimensions. Controlling for age, gender and within-class individual differences in perceived empowering and disempowering dimensions, class average scores on perceived empowering climate had significant effects on student satisfaction, implying predictive validity for the MUMOC-PES. Structural Equation Modeling (SEM) suggested that perceived autonomy support and relatedness thwarting had direct positive and negative effects on satisfaction respectively. Moreover, effects of perceived structure and thwarting relationships on satisfaction were mediated through a mastery climate construct capturing the linkage between perception and mastery goal. The results are discussed in relation to existing measures and literature on motivational climate and the future use of MUMOC-PES in research and PE teachers' training.
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Sun Y, Huang Y. The Relationships among Chinese University EFL Learners' Feedback-Seeking Behavior, Achievement Goals, and Mindsets. Behav Sci (Basel) 2023; 13. [PMID: 36829419 DOI: 10.3390/bs13020190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 02/15/2023] [Accepted: 02/15/2023] [Indexed: 02/25/2023] Open
Abstract
This study investigated the characteristics of feedback-seeking behavior and the underlying motivational antecedents including the mindsets and achievement goals of Chinese EFL learners. Questionnaire data were collected from 677 learners taking English classes at different levels in China for (1) their beliefs about English learning (a fixed or growth mindset), (2) goal orientation in achievement-related situations (development or demonstration goals), and (3) FSB (whether to seek feedback, by what strategies, and from whom). Results indicated that Chinese EFL learners with a growth mindset or demonstration-approach goals proactively seek feedback through variant strategies (i.e., feedback direct inquiry, indirect inquiry, and monitoring) while those with development-approach goals or a fixed mindset seek feedback by monitoring only due to learners' different perceptions of the cost and value attached to different strategies. Furthermore, a demonstration approach partially mediated the predictive role of a growth mindset on three FSBs, while the relationships between feedback monitoring and the two mindsets were partially or fully mediated by a development approach.
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Abstract
Our aim in the study was to examine age and gender differences in achievement goal orientations and their impact on self-reported persistence toward physical activities of middle school, high school, and college students. A total of 1254 students from four middle schools, two high schools, and one university participated in this study. Multiple regression analyses revealed that age, as a continuous variable, had a significant and positive effect on students' mastery-approach goals, performance-approach goals, mastery-avoidance goals, and their persistence toward physical activities. In contrast, the endorsement of performance-avoidance goals was negatively related to students' age. However, no significant gender differences or age-by-gender interactions were found for the four achievement goals. These findings suggest that future investigators should consider age (vs. grade) when examining maturational differences in young people's achievement goal orientation in physical activity settings.
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Affiliation(s)
- Jianmin Guan
- 12346University of Texas at San Antonio, San Antonio, TX, USA
| | - Ping Xiang
- 14736Texas A&M University, College Station, TX, USA
| | - William Land
- 12346University of Texas at San Antonio, San Antonio, TX, USA
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St-Cyr J, Chénard-Poirier LA, Dufresne A, Vallerand RJ. The Role of Passion in Self-Oriented Versus Team-Oriented Decision-Making in Team Sports. Int J Environ Res Public Health 2023; 20:2626. [PMID: 36767991 PMCID: PMC9915106 DOI: 10.3390/ijerph20032626] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2022] [Revised: 01/29/2023] [Accepted: 01/30/2023] [Indexed: 06/18/2023]
Abstract
This study investigated the role of passion and achievement goals in making self-oriented and team-oriented decisions. Based on the Dualistic Model of Passion, it was hypothesized that in the context of collective sports, harmonious passion should lead to the adoption of mostly mastery goals, which in turn should lead to a more team-oriented decision-making. Conversely, obsessive passion should be related to the adoption of all three types of goals but mostly to performance-approach and performance-avoidance goals, which in turn should lead to a more self-oriented decision process. A total of 253 basketball players completed measures of passion and achievement goals in sport. They then were exposed to basketball scenarios and indicated their likelihood to act in a self-oriented or team-oriented manner. Results from structural equation modeling supported the hypotheses and lead to several implications for future research.
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Affiliation(s)
- Jany St-Cyr
- Laboratoire de Recherche sur le Comportement Social, Département de Psychologie, Université du Québec à Montréal, Montréal, QC H3C 3P8, Canada
| | - Léandre Alexis Chénard-Poirier
- Laboratoire de Recherche sur le Comportement Social, Département de Psychologie, Université du Québec à Montréal, Montréal, QC H3C 3P8, Canada
- Department of Management, HEC Montréal, Montréal, QC H3T 2A7, Canada
| | - Alexe Dufresne
- Laboratoire de Recherche sur le Comportement Social, Département de Psychologie, Université du Québec à Montréal, Montréal, QC H3C 3P8, Canada
| | - Robert J. Vallerand
- Laboratoire de Recherche sur le Comportement Social, Département de Psychologie, Université du Québec à Montréal, Montréal, QC H3C 3P8, Canada
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Thrower SN, Spray CM, Harwood CG. Evaluating the "Optimal Competition Parenting Workshop" Using the RE-AIM Framework: A 4-Year Organizational-Level Intervention in British Junior Tennis. J Sport Exerc Psychol 2023; 45:1-14. [PMID: 36652948 DOI: 10.1123/jsep.2022-0080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Revised: 08/27/2022] [Accepted: 11/16/2022] [Indexed: 06/17/2023]
Abstract
The purpose of the current study was to utilize the RE-AIM (i.e., reach, effectiveness, adoption, implementation, and maintenance) framework to evaluate the national-level scale-out of the Lawn Tennis Association's "Optimal Competition Parenting Workshop" (OCPW) across a 4-year period. During 2018, 65 workshops were run across the United Kingdom, 1,043 parents registered, and 933 parents attended. Adopting a quasi-experimental design, multilevel analyses revealed significant increases in parents' (n = 130) task goal orientation and competition tennis parenting efficacy, as well as significant decreases in ego goal orientation and unpleasant emotions. Children's perceptions of both mother- and father-initiated ego-involving motivational climate and their own ego goal orientation significantly decreased across time. From 2019 to 2021, a further 64 workshops were delivered to 1,110 parents with no significant differences in parents' satisfaction, enjoyment, instructor evaluation, or transfer intention over time when compared against workshop evaluations in 2018. Overall, the OCPW represents a well-received, practical, and effective brief intervention for enhancing parental involvement in junior tennis.
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Affiliation(s)
- Sam N Thrower
- Department of Sport, Health Science and Social Work, Oxford Brookes University, Oxford,United Kingdom
| | - Christopher M Spray
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough,United Kingdom
| | - Chris G Harwood
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough,United Kingdom
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Yoon M, Yun H. Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement. Asia Pacific Educ. Rev. 2023; 24:13-23. [PMCID: PMC8450919 DOI: 10.1007/s12564-021-09718-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Revised: 09/09/2021] [Accepted: 09/13/2021] [Indexed: 05/29/2023]
Abstract
As smartphones are emerging as a common device for adolescent, prior studies have provided theoretical and empirical evidence for the factors affecting adolescent smartphone use. However, mainstream research has tended to focus on the negative effects of smartphone. Even though smartphone use can have adverse outcomes, it may also allow students to engage in flexible mobile learning, gain access to important information about their possible future careers and achieve their personal goals. To fill this gap in adolescent smartphone usage, this study explored the smartphone usage patterns of adolescent subpopulations and the associations with their self-control, achievement goals, and academic achievements. Data were collected from 2341 s-year high school students as part of a larger longitudinal panel study. Three distinct smartphone usage profiles were identified in the latent profile analysis: learning, recreational use, and minimal use. Respondents with high perseverance were assigned to the learning group, and respondents with lower compliance and perseverance were assigned to the recreational group. The achievement goal score was found to be the highest in the learning group and lowest in the recreational group. Academic achievement was found to be higher in both the learning and minimal use groups than the recreational use group. Based on these findings, the implications of this study for research and practice are discussed.
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Affiliation(s)
- Meehyun Yoon
- EduTech Convergence Lab, Ewha Womans University, Seoul, Republic of Korea
| | - Heoncheol Yun
- Global Strategy Institute, Korea Advanced Institute of Science and Technology, 291 Daehak-ro, Yuseong-gu, Daejeon, Republic of Korea
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De Smedt F, Landrieu Y, De Wever B, Van Keer H. The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance. Front Psychol 2023; 14:1149923. [PMID: 37138979 PMCID: PMC10150116 DOI: 10.3389/fpsyg.2023.1149923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2023] [Accepted: 03/30/2023] [Indexed: 05/05/2023] Open
Abstract
It is well established that students' motivation for writing is a key predictor of their writing performance. The aim of the current study is to study and map the relations underlying different motivational constructs (i.e., implicit theories, achievement goals, self-efficacy, and writing motives) and to investigate how these contribute to students' writing performance. For that, 390 Flemish students in stage three of the academic track of secondary education (16-18 years old) completed questionnaires measuring their implicit theories of writing, achievement goals, self-efficacy for writing, and writing motives. Furthermore, they completed an argumentative writing test. Path analysis revealed statistically significant direct paths from (1) entity beliefs of writing to performance avoidance goals (β = 0.23), (2) mastery goals to self-efficacy for writing (β argumentation = 0.14, β regulation = 0.25, β conventions = 0.18), performance-approach goals to self-efficacy for writing (β argumentation = 0.38, β regulation = 0.21, β conventions = 0.25), and performance-avoidance goals to self-efficacy for writing (β argumentation = -0.30, β regulation = -0.24, β conventions = -0.28), (3) self-efficacy for regulation to both autonomous (β = 0.20) and controlled motivation (β = -0.15), (4) mastery goals to autonomous motivation (β = 0.58), (5) performance approach and avoidance goals to controlled motivation (β = 0.18; β = 0.35), and (6) autonomous motivation to writing performance (β = 0.11). This study moves the field of writing motivation research forward by studying the contribution of implicit theories, achievement goals, and self-efficacy to students' writing performance, via writing motives.
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Guo Y, Zhao Y, Yang X. Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals-A Cross-Sectional Survey Study. Int J Environ Res Public Health 2023; 20:824. [PMID: 36613146 PMCID: PMC9819276 DOI: 10.3390/ijerph20010824] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2022] [Revised: 12/28/2022] [Accepted: 12/29/2022] [Indexed: 06/17/2023]
Abstract
Music discipline that emphasizes expression, performance and collaboration may cause difficulties for shy students who are prone to anxiety about social interaction, which might cause low music academic engagement and achievement. According to Models of Personality and Affect regarding the role of psychological constructs in educational contexts, shyness and academic engagement are the first and third-level variables, respectively. We hypothesized that achievement goals might be the second-level variable between shyness and academic engagement. Two hypotheses were proposed in the study: (1) shyness is negatively related to music academic engagement; (2) the music achievement goals mediate shyness and music academic engagement. The research was conducted in May 2022. A total of 515 college students who major in music were randomly recruited from a public university in Shanxi province, China. A 20 min self-report questionnaire was conducted as the data collection method. The research results revealed the following: (1) shyness was negatively associated with musical academic engagement; (2) the music mastery goals and the music performance avoidance goals (excluding the performance approach goal) partially mediated the association between shyness and music academic engagement in music learning. These findings have implications for the research and practice of music academic engagement of shyness.
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Affiliation(s)
- Yan Guo
- Department of Music, Taiyuan Normal University, Jinzhong 030619, China
| | - Yuehan Zhao
- Faculty of Education, University of Cambridge, Trinity Lane, Cambridge CB2 1AG, UK
| | - Xiantong Yang
- Faculty of Psychology, Beijing Normal University, Beijing 100875, China
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18
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Wu CC. Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners. Children (Basel) 2022; 9:1765. [PMID: 36421214 PMCID: PMC9688756 DOI: 10.3390/children9111765] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 11/13/2022] [Accepted: 11/14/2022] [Indexed: 07/29/2023]
Abstract
A decade ago, achievement goal theorists argued that mastery-based goals in the traditional theoretical framework can be theoretically differentiated into task-based goals and self-based goals; and they proposed the 3 × 2 achievement goal model to understand students' achievement motivation. This new theoretical model has received increasing attention, and it has been demonstrated by several empirical studies on school-aged student samples through analyzing concurrently derived data. Recently, researcher has preliminary demonstrated the new theoretical model on kindergarten sample. It is unclear whether there was a discriminant utility of these goals for kindergartener sample through analyzing their concurrent and predictive effects on learning outcomes. The main purposes of this study were to investigate discriminant utility of task-based goals and self-based goals through examining their concurrent and predictive effects on mathematics performances. A total of 59 kindergarteners aged 5 years consented to participating in this study. Results showed: (1) The discriminant utility of task-approach goal and self-approach goal was only demonstrated on predictive arithmetic performance. (2) The discriminant utility of task-avoidance goal and self-avoidance goal was demonstrated on both concurrent and predictive counting performances. Implications for advancing achievement goal theory, future research, and practice are discussed at the end of the article.
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Affiliation(s)
- Chung-Chin Wu
- Department of Early Childhood Education, National Pingtung University, Pingtung 900391, Taiwan
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19
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Blume F, Irmer A, Dirk J, Schmiedek F. Day-to-day variation in students' academic success: The role of self-regulation, working memory, and achievement goals. Dev Sci 2022; 25:e13301. [PMID: 35780513 DOI: 10.1111/desc.13301] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 05/24/2022] [Accepted: 06/23/2022] [Indexed: 01/13/2023]
Abstract
Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success are related on a daily level. However, previous research rarely considered this level of analysis. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and general academic success. Data were obtained through ambulatory assessments in 90 students before (Study 1; Mage = 9.83, SDage = 0.50) and 108 students after their transition to secondary school (Study 2; Mage = 10.12, SDage = 0.45) across 20 school days. Students reported about daily achievement goals prior to school, self-regulation at school, and perceived academic success after school, as well as report card grades. Daily WM was assessed at school. Study 1 showed positive associations between daily mastery goals and self-regulation, but not with WM. Together, daily performance-approach goals and self-regulation, but not other goals or WM uniquely contributed to daily perceived academic success. Study 2 showed positive associations between daily mastery goals and self-regulation, but not with WM. Average daily mastery goals predicted daily WM. Together, daily mastery goals and self-regulation, but not WM, uniquely contributed to daily perceived academic success. In both studies, average levels of WM, but not achievement goals or self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes at between- and within-person levels. RESEARCH HIGHLIGHTS: Analyses of intensive longitudinal data on daily self-regulation, working memory, and achievement goal orientations in the school context of 9- to 11-year-olds. In primary and secondary school, days with higher mastery goals and self-regulation are days with higher academic success. In primary and secondary school, days with higher mastery goals are days with higher self-regulation. In secondary school, students with higher average mastery goals show better daily WM performance. Average working memory performance predicts report card grades beyond the influence of prior grades and achievement goal orientations.
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Affiliation(s)
- Friederike Blume
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany
| | - Andrea Irmer
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany
| | - Judith Dirk
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany
| | - Florian Schmiedek
- DIPF, Leibniz Institute for Research and Information in Education, Frankfurt/Main, Germany.,IDeA Research Center for Individual Development and Adaptive Education of Children at Risk, Frankfurt/Main, Germany.,Department of Educational Psychology, Goethe University, Frankfurt/Main, Germany
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20
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Morales-Sánchez V, Pérez-Romero N, Franquelo MA, Balaguer I, Hernández-Mendo A, Reigal RE. Task and Ego Orientation in Sport Questionnaire (TEOSQ): Psychometric Properties in Its Digital Version. Int J Environ Res Public Health 2022; 19:3251. [PMID: 35328939 DOI: 10.3390/ijerph19063251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2022] [Revised: 03/04/2022] [Accepted: 03/06/2022] [Indexed: 11/29/2022]
Abstract
The Task and Ego Orientation in Sport Questionnaire’s (TEOSQ’s) psychometric properties have been explored in previous studies but never in its digital version, which facilitates data collection. The objective of this study was to analyze the psychometric properties of the online TEOSQ by MenPas 1.0. The sample was composed of 2320 users (58.4% women; 41.6% men), between 18 and 65 years old (M = 25.27, SD = 7.39). The methods used were Confirmatory Factor Analysis (CFA) and invariance analysis from the original 13-item model. The CFA was corrected for all samples (CFI = 0.92–0.94, TLI = 0.93–0.95, RMSEA = 0.07, SRMR = 0.06; df = 64; Bollen-Stine Bootstrap p = 0.02–0.07): general sample (χ2 = 720.72, χ2/df = 11.26), women (χ2 = 496.85, χ2/df = 7.76), men (χ2 = 321.67, χ2/df = 5.03), individual sports (χ2 = 525.26, χ2/df = 8.21), and team sports (χ2 = 306.01, χ2/df = 4.78). The results also indicate optimal adjustments for invariance: convergent, discriminant and composite reliability validity. The study evidence demonstrates the adequate psychometric properties of the digital version. To conclude, considering the results obtained, the model shows a good psychometric fit for the sample in its online format. The principal limitations were computer failures, as well as that the large part of the sample were users between 20 and 25 years old, so the heterogeneity should be improved. The practical implications of this study could improve the efficacy of data collection in sports motivation using the online TEOSQ.
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21
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Wu CC. Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers. Front Psychol 2022; 12:741088. [PMID: 35069320 DOI: 10.3389/fpsyg.2021.741088] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Accepted: 12/02/2021] [Indexed: 11/13/2022] Open
Abstract
A large number of studies have investigated achievement goals and their related antecedents and consequences above elementary school level. However, few studies have implemented achievement goal assessment to investigate achievement goals and their relevance for preschoolers. In particular, no valid measurement has been developed for preschoolers' self-reporting of their achievement goals. The main purposes of this study were twofold: (1) To develop an innovative achievement goal measurement for preschoolers, and to investigate the best theoretical model for understanding preschoolers' achievement goal across gender. (2) To examine the effectiveness and efficiency of the pictorial and pure text measurement format and approaches (for young children's self-reporting and teachers' rating purposes, respectively). A total of 364 preschoolers aged 5 years participated in self-report activity, and 32 preschool teachers obtained consent to rate 193 out of 364 preschoolers. Results showed: (1) the developed achievement goal measurement was a valid tool for understanding preschoolers' achievement goals and was equally suitable for boys and girls. (2) The 6-factor achievement goal model was the best theoretical perspective for understanding preschoolers' achievement goals for both boys and girls. (3) The pictorial measurement format for preschoolers' self-reporting of achievement goals was a more effective but less efficient way to investigate preschoolers' achievement goals, while the opposite was the case for the pure text measurement format for teachers' ratings. Implications for achievement goal literature and future research are discussed.
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Affiliation(s)
- Chung Chin Wu
- Department of Early Childhood Education, National Pingtung University, Pingtung, Taiwan
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22
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St-Cyr J, Vallerand RJ, Chénard-Poirier LA. The Role of Passion and Achievement Goals in Optimal Functioning in Sports. Int J Environ Res Public Health 2021; 18:ijerph18179023. [PMID: 34501695 PMCID: PMC8431141 DOI: 10.3390/ijerph18179023] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 08/21/2021] [Accepted: 08/23/2021] [Indexed: 01/07/2023]
Abstract
This study aimed to test the role of passion in the cognitive goals pursued in sport and the level of Optimal Functioning in Society (OFIS) derived from such sport engagement. A total of 184 competitive water polo and synchronized swimming athletes completed a questionnaire assessing their passion for their sport, achievement goals, and various scales assessing their level of OFIS (e.g., subjective well-being, relationship with their coach, sport performance, and intentions to continue in sport). It was hypothesized that harmonious passion (HP) would be positively associated with mastery goals while obsessive passion (OP) would be positively associated with mastery, performance-approach, and performance-avoidance goals. In turn, mastery goals were expected to positively lead to the four components of OFIS, whereas performance-approach and performance-avoidance goals should display less adaptive relationships with OFIS. The results of a path analysis generally supported the proposed model. As hypothesized, these findings suggest that HP leads to a more adaptive cognitive engagement in sport (than OP) that, in turn, fosters higher levels of optimal functioning.
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Liu CH, Huang PS, Yin XR, Chiu FC. Effects of Attribute Affirmation and Achievement Goals on High School Students' Motivation. Front Psychol 2021; 12:661668. [PMID: 34566749 PMCID: PMC8456415 DOI: 10.3389/fpsyg.2021.661668] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 07/19/2021] [Indexed: 11/13/2022] Open
Abstract
Researchers have suggested that receiving attribute affirmation (AA) may increase the motivation of students to confront a challenge. However, we posited that to determine whether AA increases the motivation of students to confront a challenging task, we must consider dispositional achievement goals of the students. The participants were 171 junior-high-school students, randomly assigned to an AA or no affirmation condition. The results showed that AA enhanced the tendency to confront a challenging task for students who endorsed low mastery-approach goals (MAGs) and low performance-approach goals (PAGs) simultaneously (b = 0.5, p = 0.015). The effect was mainly mediated by the increasing state performance-approach goals (SPAGs) in confronting the task (indirect effect = 0.21, 95% CI = 0.04-0.49); however, being attribute-affirmed decreased the tendency to confront the challenging task for students adopting a dominant PAG orientation (b = -0.76, p = 0.049). In addition, for students adopting a dominant MAG orientation or adopting high MAGs and high PAGs simultaneously, no difference was noted in the tendency to confront the task between participants in the control and attribute-affirmed conditions.
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Affiliation(s)
- Cheng-Hong Liu
- Department of Educational Psychology and Counseling, National Tsing Hua University, Hsinchu, Taiwan
| | - Po-Sheng Huang
- Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei City, Taiwan
- Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei City, Taiwan
| | - Xian-Rui Yin
- Department of Educational Psychology and Counseling, National Tsing Hua University, Hsinchu, Taiwan
| | - Fa-Chung Chiu
- Department of Counseling Psychology, Chinese Culture University, Taipei City, Taiwan
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Hein J, Janke S, Rinas R, Daumiller M, Dresel M, Dickhäuser O. Higher Education Instructors' Usage of and Learning From Student Evaluations of Teaching - Do Achievement Goals Matter? Front Psychol 2021; 12:652093. [PMID: 34354628 PMCID: PMC8329422 DOI: 10.3389/fpsyg.2021.652093] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Accepted: 04/19/2021] [Indexed: 11/26/2022] Open
Abstract
Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors' voluntary usage of and intended learning from SET(s). To facilitate instructors' learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors' professional learning by encouraging them to reflect on their SET-results.
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Affiliation(s)
- Julia Hein
- Department of Social Sciences, University of Mannheim, Mannheim, Germany
| | - Stefan Janke
- Department of Social Sciences, University of Mannheim, Mannheim, Germany
| | - Raven Rinas
- Department of Psychology, University of Augsburg, Augsburg, Germany
| | - Martin Daumiller
- Department of Psychology, University of Augsburg, Augsburg, Germany
| | - Markus Dresel
- Department of Psychology, University of Augsburg, Augsburg, Germany
| | - Oliver Dickhäuser
- Department of Social Sciences, University of Mannheim, Mannheim, Germany
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25
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Jiang AL, Zhang LJ. University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective. Front Psychol 2021; 12:704269. [PMID: 34177748 PMCID: PMC8222777 DOI: 10.3389/fpsyg.2021.704269] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2021] [Accepted: 05/14/2021] [Indexed: 12/13/2022] Open
Abstract
As a relatively new dimension of student engagement, agentic engagement has received growing research interest in recent years, as it not only predicts academic achievement and other positive outcomes, but also benefits reciprocal teacher-student relations. In the educational context, teachers' teaching style exerts a crucial impact on students' engagement. However, research on how perceived teachers' teaching style influences students' agentic engagement is inconclusive. To address this lacuna, this study, taking an integrated perspective that draws on Self-determination Theory and Achievement Goal Theory, investigated the relationship of three types of teaching style (i.e., perceived autonomy support, social relatedness, and controlling) to university students' agentic engagement in EFL learning in China, especially through the mediation of mastery-approach goals and performance approach goals. Structural equation modeling showed that perceived autonomy support positively predicted agentic engagement through the mediation of mastery-approach goals, whereas perceived controlling negatively predicted agentic engagement through the mediation of performance-approach goals. Comparatively, the relationship of perceived social relatedness to agentic engagement was fully mediated by both mastery-approach and performance-approach goals. After discussing these results, practical implications as well as suggestions for future studies were given.
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Affiliation(s)
- Anne Li Jiang
- School of Foreign Languages, Northeast Normal University, Changchun, China
| | - Lawrence Jun Zhang
- Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
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Descals-Tomás A, Rocabert-Beut E, Abellán-Roselló L, Gómez-Artiga A, Doménech-Betoret F. Influence of Teacher and Family Support on University Student Motivation and Engagement. Int J Environ Res Public Health 2021; 18:ijerph18052606. [PMID: 33807813 PMCID: PMC7967384 DOI: 10.3390/ijerph18052606] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/23/2021] [Revised: 02/26/2021] [Accepted: 02/28/2021] [Indexed: 11/16/2022]
Abstract
Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy-value beliefs and achievement goals) as a mediating motivational variable in the relation between university students' external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy-value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students' involvement in their learning process.
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Affiliation(s)
- Adela Descals-Tomás
- Developmental and Educational Psychology, Universitat de València, 46010 Valencia, Spain; (E.R.-B.); (A.G.-A.)
- Correspondence: (A.D.-T.); (F.D.-B.)
| | - Esperanza Rocabert-Beut
- Developmental and Educational Psychology, Universitat de València, 46010 Valencia, Spain; (E.R.-B.); (A.G.-A.)
| | - Laura Abellán-Roselló
- Developmental and Educational Psychology, Universitat Jaume I, 12071 Castellón, Spain;
| | - Amparo Gómez-Artiga
- Developmental and Educational Psychology, Universitat de València, 46010 Valencia, Spain; (E.R.-B.); (A.G.-A.)
| | - Fernando Doménech-Betoret
- Developmental and Educational Psychology, Universitat Jaume I, 12071 Castellón, Spain;
- Correspondence: (A.D.-T.); (F.D.-B.)
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27
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Liu WC. Implicit Theories of Intelligence and Achievement Goals: A Look at Students' Intrinsic Motivation and Achievement in Mathematics. Front Psychol 2021; 12:593715. [PMID: 33692718 PMCID: PMC7937610 DOI: 10.3389/fpsyg.2021.593715] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Accepted: 01/11/2021] [Indexed: 11/21/2022] Open
Abstract
The present research seeks to utilize Implicit Theories of Intelligence (mindsets) and Achievement Goal Theory to understand students' intrinsic motivation and academic performance in mathematics in Singapore. 1,201 lower-progress stream students (596 males, 580 females, 25 missing data), ages ranged from 13 to 17 years (M = 14.68 years old, SD = 0.57), from 17 secondary schools in Singapore took part in the study. Using structural equation modeling, results confirmed hypotheses that incremental mindset predicted mastery-approach goals and, in turn, predicted intrinsic motivation and mathematics performance. Entity mindset predicted performance-approach and performance-avoidance goals. Performance-approach goal was positively linked to intrinsic motivation and mathematics performance; performance-avoidance goal, however, negatively predicted intrinsic motivation and mathematics performance. The model accounted for 35.9% of variance in intrinsic motivation and 13.8% in mathematics performance. These findings suggest that intrinsic motivation toward mathematics and achievement scores might be enhanced through interventions that focus on incremental mindset and mastery-approach goal. In addition, performance-approach goal may enhance intrinsic motivation and achievement as well, but to a lesser extent. Finally, the study adds to the literature done in the Asian context and lends support to the contention that culture may affect students' mindsets and adoption of achievement goals, and their associated impact on motivation and achievement outcomes.
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Affiliation(s)
- Woon Chia Liu
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
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28
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Hertel S, Karlen Y. Implicit theories of self-regulated learning: Interplay with students' achievement goals, learning strategies, and metacognition. Br J Educ Psychol 2020; 91:972-996. [PMID: 33368151 DOI: 10.1111/bjep.12402] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Revised: 11/23/2020] [Indexed: 11/28/2022]
Abstract
BACKGROUND Implicit theories are important belief systems that influence an individual's motivation and behaviour. In academic contexts, domain-general implicit theories of ability (e.g., intelligence) and their relation to self-regulated learning (SRL) have been examined. AIMS In this study, we followed a domain-specific approach and first introduced scales to assess students' implicit theories of the malleability and of the relevance of SRL. Second, we investigated how implicit theories of SRL are related to students' SRL. Third, we examined the relationship of implicit theories of SRL with students' demographics and personality traits. SAMPLE Participants were students from a medium-sized university in Germany (N = 254) aged M = 23.85 years. METHODS Data on students' demographics and personality traits, implicit theories of intelligence (INT), achievement goals, and learning strategies were collected with well-established measures. In addition, students' implicit theories of SRL and their declarative metacognitive knowledge about SRL were assessed with measures developed within this study. Confirmatory factor analyses and regression analyses were performed. RESULTS The two postulated dimensions of implicit theories of SRL were supported. As expected, implicit theories of SRL were more strongly related to students' achievement goals, learning strategies, and metacognitive knowledge than implicit theories of INT. Moreover, implicit theories of SRL were mostly unrelated to students' demographics and personality traits. CONCLUSION The results emphasize that domain-specific implicit theories of SRL contribute substantially to the explanation of students' SRL. Thus, further research on SRL should consider domain-specific implicit theories of SRL in addition to implicit theories of INT.
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Affiliation(s)
- Silke Hertel
- Institute of Education Science, Heidelberg University, Heidelberg, Germany
| | - Yves Karlen
- School of Education, University of Applied Sciences and Arts Northwestern Switzerland, Windisch, Switzerland
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Rivera-Pérez S, Fernandez-Rio J, Iglesias Gallego D. Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students' Task and Self-Approach Goals, and Emotional Intelligence. Int J Environ Res Public Health 2020; 18:ijerph18010061. [PMID: 33374777 PMCID: PMC7795078 DOI: 10.3390/ijerph18010061] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 12/18/2020] [Accepted: 12/19/2020] [Indexed: 12/03/2022]
Abstract
Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10–12 years (Mage = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students’ self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students’ social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups.
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Affiliation(s)
- Sergio Rivera-Pérez
- Physical Education & Exercise Lab, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain; (S.R.-P.); (D.I.G.)
| | - Javier Fernandez-Rio
- Department of Education Sciences, Faculty of Teacher Training and Education, University of Oviedo, 33003 Oviedo, Spain
- Correspondence:
| | - Damián Iglesias Gallego
- Physical Education & Exercise Lab, Teacher Training College, University of Extremadura, 10003 Cáceres, Spain; (S.R.-P.); (D.I.G.)
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Mascret N, Delbes L, Voron A, Temprado JJ, Montagne G. Acceptance of a Virtual Reality Headset Designed for Fall Prevention in Older Adults: Questionnaire Study. J Med Internet Res 2020; 22:e20691. [PMID: 33315019 PMCID: PMC7769685 DOI: 10.2196/20691] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Revised: 09/17/2020] [Accepted: 10/28/2020] [Indexed: 01/29/2023] Open
Abstract
BACKGROUND Falls are a common phenomenon among people aged 65 and older and affect older adults' health, quality of life, and autonomy. Technology-based intervention programs are designed to prevent the occurrence of falls and their effectiveness often surpasses that of more conventional programs. However, to be effective, these programs must first be accepted by seniors. OBJECTIVE Based on the technology acceptance model, this study aimed to examine the acceptance among older adults before a first use of a virtual reality headset (VRH) used in an intervention program designed to prevent falls. METHODS A sample of 271 French older adults (mean age 73.69 years, SD 6.37 years) voluntarily and anonymously filled out a questionnaire containing the focal constructs (perceived usefulness, perceived enjoyment, perceived ease of use, intention to use, fall-related self-efficacy, and self-avoidance goals) adapted to the VRH, which was designed to prevent falls. RESULTS The results of the structural equation modeling analysis showed that intention to use the VRH was positively predicted by perceived usefulness, perceived enjoyment, and perceived ease of use. Perceived usefulness of the VRH was also negatively predicted by fall-related self-efficacy (ie, the perceived level of confidence of an individual when performing daily activities without falling) and positively predicted by self-avoidance goals (ie, participating in a physical activity to avoid physical regression). CONCLUSIONS A better understanding of the initial acceptance among older adults of this VRH is the first step to involving older adults in intervention programs designed to prevent falls using this kind of device.
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Affiliation(s)
| | - Lisa Delbes
- Aix Marseille Univ, CNRS, ISM, Marseille, France
| | - Amélie Voron
- Aix Marseille Univ, CNRS, ISM, Marseille, France
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Manzano-Sánchez D, Postigo-Pérez L, Gómez-López M, Valero-Valenzuela A. Study of the Motivation of Spanish Amateur Runners Based on Training Patterns and Gender. Int J Environ Res Public Health 2020; 17:E8185. [PMID: 33167506 DOI: 10.3390/ijerph17218185] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Revised: 10/31/2020] [Accepted: 11/02/2020] [Indexed: 11/24/2022]
Abstract
The objectives of the present study are to analyze the different training patterns of the amateur runners, according to their gender, and to find out a correlation between the training pattern and the motivation. The sample was composed of 457 amateur runners. For the collection of data, a two-part questionnaire was used. The first part consisted of questions about sporting and healthy patterns and the second part consisted of the Perception of Success Questionnaire (POSQ), adapted to Spanish. The obtained results indicated that their motives for starting to practice running and to continue their involvement are health and fun. The training pattern is as follows: they practise one to three days per week, running from three to five hours overall plus additional stretching and high intensity training. They participated in less than one running event per month. Most of them did not belong to an athletic club, did not have a coach, were not federated and have more than four years’ experience of running. What concerns the gender differences, the men trained more than the women, and they did it with relatives and friends; women preferred to do it with friends or by themselves with the assistance of a coach. Age and running hours per week were the best variables to predict the task goal orientation, especially for men. For women, training hours per week predicted the goal orientation but to the ego. This finding could be especially helpful for coaches. A high number of training hours for men was linked with a task goal orientation, and on the other hand, for women it meant an ego goal orientation. The consequences of their behaviours were likely to be markedly different.
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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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Rinas R, Dresel M, Hein J, Janke S, Dickhäuser O, Daumiller M. Exploring University Instructors' Achievement Goals and Discrete Emotions. Front Psychol 2020; 11:1484. [PMID: 32848975 PMCID: PMC7426512 DOI: 10.3389/fpsyg.2020.01484] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2020] [Accepted: 06/03/2020] [Indexed: 11/21/2022] Open
Abstract
Emerging empirical evidence indicates that discrete emotions are associated with teaching practices and professional experiences of university instructors. However, further investigations are necessary given that university instructors often face high job demands and compromised well-being. Achievement goals, which frame achievement-related thoughts and actions, have been found to describe motivational differences in university instructors and are hypothesized to be associated with their discrete emotions. Moreover, as variation exists in how university instructors respond to job demands regarding their emotional experiences, certain goals may moderate this relationship on the basis of framing different interpretations and reactions to stressors. To investigate these links, 439 instructors (46.7% female) from German and Austrian universities completed a survey assessing their achievement goals, discrete emotions (enjoyment, pride, anger, anxiety, shame, and boredom), and job demands. As hypothesized, multiple regression analyses revealed that achievement goals were differentially and meaningfully associated with discrete emotions. Specifically, learning approach goals were positively related to enjoyment and negatively related to anger and boredom, while learning avoidance goals were positively related to anger. Performance (appearance) approach goals were positively related to pride, and performance (appearance) avoidance goals were positively related to anxiety and shame. Lastly, relational goals were positively related to shame and boredom, and work avoidance goals were negatively related to enjoyment and positively related to shame and boredom. Conclusive moderation effects on the relations between job demands and emotions were not found. Future research avenues aimed at further understanding the supportive role that achievement goals can have for university instructors’ emotional experiences and well-being are discussed.
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Affiliation(s)
- Raven Rinas
- Department of Psychology, University of Augsburg, Augsburg, Germany
| | - Markus Dresel
- Department of Psychology, University of Augsburg, Augsburg, Germany
| | - Julia Hein
- Department of Educational Psychology, University of Mannheim, Mannheim, Germany
| | - Stefan Janke
- Department of Educational Psychology, University of Mannheim, Mannheim, Germany
| | - Oliver Dickhäuser
- Department of Educational Psychology, University of Mannheim, Mannheim, Germany
| | - Martin Daumiller
- Department of Psychology, University of Augsburg, Augsburg, Germany
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Dickhäuser O, Janke S, Daumiller M, Dresel M. Motivational school climate and teachers' achievement goal orientations: A hierarchical approach. Br J Educ Psychol 2020; 91:391-408. [PMID: 32717126 DOI: 10.1111/bjep.12370] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2019] [Revised: 06/19/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Teachers' achievement goal orientations are known to affect teachers' beliefs and behaviour. In contrast, we know relatively little on how school climate is associated with teachers' achievement goals, even though theoretical ideas can be derived from self-determination theory and empirical research on the impact of goal structures. The few studies that exist on the issue are limited as analyses were only conducted at the individual level and subsequent findings can, thus, not be interpreted as climate effects. AIM We aimed to overcome this shortcoming by analysing associations between teachers' perception of school motivational climate and their achievement goal orientations at individual and at school level. We postulated that at school level a school's learning goal structure, autonomy-supportive leadership, positive feedback culture, and a collaborative climate would be associated with teachers' learning goal orientation, whereas a school's performance goal structure was supposed to align with teachers' performance (approach and avoidance) goal orientation. SAMPLE A total of 532 teachers from 40 different schools filled out questionnaires on their achievement goal orientations and aspects of their work context. METHODS We used hierarchical linear modelling to analyse effects at individual and at school level. RESULTS Teachers' learning goal orientations and their performance avoidance goal orientations varied significantly across schools. Positive perceptions of schools' feedback culture at school level corresponded positively with learning goal orientations, and collaborative climate was negatively associated with performance (approach and avoidance) goal orientations. CONCLUSIONS The results underline the importance of schools' motivational climate for teacher motivation and provide a starting point for developing strategies of workplace development.
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Moumne S, Hall N, Böke BN, Bastien L, Heath N. Implicit Theories of Emotion, Goals for Emotion Regulation, and Cognitive Responses to Negative Life Events. Psychol Rep 2020; 124:1588-1620. [PMID: 32674669 DOI: 10.1177/0033294120942110] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Why do some people routinely respond to emotional difficulty in ways that foster resilience, while others habitually engage in responses associated with deleterious consequences over time? This study examined relations between emotion controllability beliefs and goals for emotion regulation (ER) with peoples' multivariate profile of cognitive ER strategy use. Cluster analysis classified 481 university students (81% female) as adaptive, maladaptive, or low regulators based on their multivariate profile of engagement in five adaptive and four maladaptive cognitive ER strategies. A discriminant function analysis predicting the multivariate profiles supported that lower emotion controllability beliefs and lower performance-avoidance goals for ER significantly distinguished maladaptive regulators from adaptive regulators. Moreover, lower learning, performance-avoidance, and performance-approach goals for ER significantly distinguished low regulators from maladaptive and low regulators. Taken together, findings support that emotion-related beliefs and goals may help to clarify why some people habitually engage in more adaptive patterns of cognitive ER in response to negative life events than others.
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Affiliation(s)
- Samira Moumne
- Faculty of Education, 5620McGill University, Montreal, Quebec, Canada
| | - Nathan Hall
- Faculty of Education, 5620McGill University, Montreal, Quebec, Canada
| | - Bilun Naz Böke
- Faculty of Education, 5620McGill University, Montreal, Quebec, Canada
| | - Laurianne Bastien
- Faculty of Education, 5620McGill University, Montreal, Quebec, Canada
| | - Nancy Heath
- Faculty of Education, 5620McGill University, Montreal, Quebec, Canada
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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] [What about the content of this article? (0)] [Affiliation(s)] [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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Daumiller M, Janke S. Effects of performance goals and social norms on academic dishonesty in a test. Br J Educ Psychol 2019; 90:537-559. [PMID: 31361037 DOI: 10.1111/bjep.12310] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Revised: 06/21/2019] [Indexed: 11/30/2022]
Abstract
BACKGROUND Previous research has shown that achievement goals affect the frequency of academic dishonesty. However, mixed findings suggest that especially the effect of performance goals might depend on contextual factors. AIMS We wanted to investigate whether crucial aspects of the achievement situation influence the magnitude of the effect of performance goals (here: focused on appearance) on dishonesty. Specifically, we propose that social norms regarding the acceptance of dishonesty moderate the positive effect of performance goals on academic dishonesty. SAMPLE We sampled 105 German university students. They were teacher trainees, mostly in their first year at university and on average 20.6 (SD = 3.6) years old (72.4% female). METHOD We conducted a 2 (induced appearance goals vs. no goal induction) × 2 (cheating confederate vs. no observable cheating behaviour by this person) experiment. A manipulation check confirmed that the manipulation of appearance goals was successful. Cheating behaviour was observed by a confederate student and subsequently classified by two raters. Additionally, participants' dishonesty in self-presentation questions was measured using deviations from baseline measures. RESULTS The induction of appearance goals only led to increased cheating when the social norm suggested that cheating behaviour was an acceptable way to increase performance (i.e., cheating confederate condition). For deceiving, we found a positive main effect of appearance goals. Appearance goals mediated these effects from goal manipulation on academic dishonesty. CONCLUSIONS Taken together, our results highlight that the mixed findings on the effect of performance goals on academic dishonesty might be due to uninvestigated moderators such as social norms. Future research should build on these findings to identify additional moderators.
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Ferradás MDM, Freire C, Núñez JC, Regueiro B. Associations between Profiles of Self-Esteem and Achievement Goals and the Protection of Self-Worth in University Students. Int J Environ Res Public Health 2019; 16:E2218. [PMID: 31234609 DOI: 10.3390/ijerph16122218] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Revised: 06/20/2019] [Accepted: 06/21/2019] [Indexed: 11/17/2022]
Abstract
The high demands of academia and the fear of failure lead some university students to prioritize defending their personal worth through the use of complex strategies such as self-handicapping or defensive pessimism. Adopting a person-centered approach, this study established two objectives: First, to analyze the conformation of different motivational profiles based on the combination of self-esteem and achievement goals (learning, performance approach, and performance avoidance); and second, to determine if the identified profiles differ from one another in the use of self-handicapping and defensive pessimism. A total of 1028 university students participated in the research. Four motivational profiles were obtained: (a) High self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; (b) high self-esteem, high learning goals, low performance approach goals, and low performance avoidance goals; (c) low self-esteem, low learning goals, high performance approach goals, and high performance avoidance goals; and (d) low self-esteem, high learning goals, high performance approach goals, and medium performance avoidance goals. Profiles (c) and (d) were significantly related to self-handicapping and defensive pessimism, respectively. These results suggest that students with low self-esteem are more vulnerable to self-protection strategies. Additionally, under self-handicapping and defensive pessimism, the achievement goals are slightly different.
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Abstract
The aim of the present research is to assess goal orientation (mastery and performance) by developing an objective behavioral test. We elaborated the Mastery Performance-Goal Orientation Test, a task that allows assessment of goal orientation along a single dimension. We studied its reliability and validity by conducting two studies. In Study 1 (N = 293 adults), the distribution of scores along the goal orientation variable showed wide variability and high internal consistency. The mastery-oriented participants demonstrated higher levels of category learning, whereas the performance-oriented participants responded in a less discriminative way but achieved higher scores. In Study 2 (N = 41 undergraduate students), the mastery-oriented participants achieved higher scores on a learning task than the performance-oriented subjects. The results also showed that the test had the potential to predict subsequent learning. We conclude that it might be a useful instrument to assess goal orientation.
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Affiliation(s)
| | | | | | | | - José Santacreu
- Applied Psychology Center, Universidad Autónoma de Madrid, Spain
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40
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Abstract
BACKGROUND The effort-reward imbalance model suggests that, when the efforts required within the workplace are disproportionately large in comparison to the rewards resulting from those efforts, there is an increased risk of stress-related health issues. The model posits that higher levels of "overcommitment," in addition to a high effort-reward imbalance ratio, magnifies this risk of ill-health. While work has been conducted to assess the validity of this model within the school setting, research in the higher education sector is limited. OBJECTIVES This study explored the validity of the effort-reward imbalance model for explaining burnout, poor health, and academic productivity among university students. DESIGN AND METHODS This study utilized a cross-sectional survey of Australian university students (n = 395) from a range of universities. RESULTS An imbalance of effort and reward was associated with poorer physical health, increased burnout, and reduced productivity. Effort-reward imbalance mediated a relationship between overcommitment and burnout; those high in overcommitment were more likely to experience an imbalance of effort and reward at university. CONCLUSION The relationships between effort-reward imbalance, health, burnout, and academic productivity support the generalizability of this model to the university setting. In addition, the personal characteristic of overcommitment also appears to have an important relationship with burnout.
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Affiliation(s)
- Brad Hodge
- School of Psychological Science & Public Health, La Trobe University, Bundoora, Australia
| | - Brad Wright
- School of Psychological Science & Public Health, La Trobe University, Bundoora, Australia
| | - Pauleen Bennett
- School of Psychological Science & Public Health, La Trobe University, Bundoora, Australia
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Cook DA, Gas BL, Farley DR, Lineberry M, Naik ND, Cardenas Lara FJ, Artino AR. Influencing Mindsets and Motivation in Procedural Skills Learning: Two Randomized Studies. J Surg Educ 2019; 76:652-663. [PMID: 30473262 DOI: 10.1016/j.jsurg.2018.09.018] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2018] [Revised: 08/16/2018] [Accepted: 09/27/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVES An incremental (growth) theory of intelligence (mindset), compared with an entity (fixed) mindset, has been associated with improved motivation and performance. Interventions to induce incremental beliefs have improved performance on non-surgical motor tasks. We sought to evaluate the impact of 2 brief interventions to induce incremental beliefs in the context of learning a surgical task. DESIGN Two randomized experiments. PARTICIPANTS AND SETTING Secondary school students participating in medical simulation-based training activities at an academic medical center. INTERVENTIONS We created 4 instructional messages intended to influence mindsets (two 60-second videos in Study 1, 2 fabricated "journal articles" in Study 2). In each study, one message emphasized that ability improves with practice (incremental); the other emphasized that ability is fixed (entity). After reviewing their randomly-assigned message, participants completed a laparoscopic cutting task as many times as they desired. Measurements included performance (product quality, self-reported task, and completion time), task persistence (repetitions), and entity beliefs. RESULTS Two hundred and three students completed Study 1. Postevent entity beliefs (1 = lowest, 6 = highest) were similar between groups (incremental, 2.0vs entity, 2.0; p = 0.78). Contrary to hypothesis, the incremental video group demonstrated slower time (276vs 191 seconds; p < 0.0001), lower product quality (7.2vs 3.8mm deviation; p < 0.0001), and fewer task repetitions (1.4vs 1.8; p = 0.02). In Study 2, 113 participants provided outcomes related to mindset beliefs, but only 14 provided usable performance outcomes. Postevent entity beliefs were lower in the incremental article group (1.7vs 2.4; p < 0.0001). Task time (507vs 585 seconds; p = 0.40) and quality (7.1vs 7.5mm deviation; p = 0.85) were similar between groups. CONCLUSIONS Brief motivational interventions can influence procedural performance and motivation. We need to better understand motivation and other affective influences on procedural skills learning. Mindset theory shows promise in this regard.
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Affiliation(s)
- David A Cook
- Mayo Clinic Multidisciplinary Simulation Center, Mayo Clinic College of Medicine and Science, Rochester, Minnesota; Division of General Internal Medicine, Mayo Clinic, Rochester, Minnesota.
| | - Becca L Gas
- Center for Clinical and Translational Sciences, Mayo Clinic, Rochester, Minnesota; Department of Subspecialty General Surgery, Mayo Clinic, Rochester, Minnesota.
| | - David R Farley
- Department of Subspecialty General Surgery, Mayo Clinic, Rochester, Minnesota.
| | - Matthew Lineberry
- Zamierowski Institute for Experiential Learning, University of Kansas Medical Center and Health System, Kansas City, Kansas.
| | - Nimesh D Naik
- Department of Subspecialty General Surgery, Mayo Clinic, Rochester, Minnesota.
| | | | - Anthony R Artino
- Department of Medicine, F. Edward Hébert School of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland.
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Harwood CG, Caglar E, Thrower SN, Smith JMJ. Development and Validation of the Parent-Initiated Motivational Climate in Individual Sport Competition Questionnaire. Front Psychol 2019; 10:128. [PMID: 30804835 PMCID: PMC6370734 DOI: 10.3389/fpsyg.2019.00128] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Accepted: 01/14/2019] [Indexed: 12/02/2022] Open
Abstract
This paper presents a series of studies that progresses the development and validation of the Parent-Initiated Motivational Climate in Individual Sport Competition Questionnaire (MCISCQ-Parent). Study 1 examined the face and content validity of an initial pool of 26 items based on the principles of achievement goal theory and prior research. In Study 2, data from an adolescent sample of individual sport athletes was subjected to an exploratory factor analysis (EFA) of items pertaining to the perceived task and ego involving characteristics of fathers and mothers in the competition setting. Study 3 tested the factor structure of the MCISCQ-Parent through confirmatory factor analysis (CFA) in a further youth athlete sample. Following appropriate CFA-related modifications, good goodness of fit indices emerged for the father- (three factor-model) and mother-related (two factor-model) dimensions of motivational climate. In Study 4, a further CFA was conducted and provided additional evidence for the revised factor structure of the MCISCQ-Parent, convergent and discriminant validity, and internal consistency. Finally, Study 5 provided support for the concurrent validity of the MCISCQ-Parent by demonstrating significant relationships between MCISCQ-Parent subscales and task and ego orientation, athlete engagement, and perceived social support. In sum, we present the MCISCQ-Parent as a measure with promising psychometric properties, and specifically to those applied researchers interested in assessing the quality of motivation-related parental involvement perceived by young athletes in the competition setting.
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Affiliation(s)
- Chris G. Harwood
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, United Kingdom
| | - Emine Caglar
- Faculty of Sport Sciences, Hacettepe University, Ankara, Turkey
| | - Sam N. Thrower
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, United Kingdom
- Department of Life Sciences, University of Roehampton, London, United Kingdom
| | - Jonathan M. J. Smith
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, United Kingdom
- Adaptivemind Consultancy, London, United Kingdom
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Abstract
Values are broad motivations that can serve as the basis for goals. We propose that values can be used to understand the motivational basis of amity goal orientation, a prosocial goal orientation within achievement situations. We offer theory and empirical evidence relating personal values to amity goal orientation and other achievement goal orientations. Specifically, the results of three studies and a mini meta-analysis suggest that the prosocial value of benevolence is positively related to amity goal orientation and can be interpreted as the motivational basis of amity goal orientation. Furthermore, power values are positively related to performance-approach goal orientation; self-direction values are positively related to mastery goal orientation, and security values are positively related to performance-avoidance goal orientation. These findings can explain the pattern of correlations previously found among achievement goal orientations, and open up the potential for new research on amity goal orientation as well as other value-based achievement goal orientations.
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Affiliation(s)
- Liat Levontin
- Faculty of Industrial Engineering and Management, Technion - Israel Institute of Technology, Haifa, Israel
| | - Anat Bardi
- Department of Psychology, Royal Holloway University of London, Egham, United Kingdom
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Latinjak AT, Torregrossa M, Comoutos N, Hernando-Gimeno C, Ramis Y. Goal-directed self-talk used to self-regulate in male basketball competitions. J Sports Sci 2019; 37:1429-1433. [PMID: 30616448 DOI: 10.1080/02640414.2018.1561967] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
This study examined how goal-directed self-talk may help basketball players to self-regulate in stereotypical competitive situations: seconds before a challenging game, while clearly winning or clearly losing, and at the close of a tight game. Participants were recruited in groups of three to four, until preliminary inspection of the data indicated that data saturation was reached. In the end, 34 basketball players voluntarily took part in individual interviews, writing up to three self-instructions they had used in each of the four competitive situations to self-regulate. Content analyses revealed that self-talk in competitive basketball situations serves cognitive functions (e.g., regulating cognition and behaviour), motivational functions (e.g., promoting mastery goals) and emotion and activation-regulating functions (e.g., creating activated states). More specifically, the results also indicated that athletes' self-talk may serve functions specific to the psychological demands experienced in each situation. It is argued that knowing how athletes counsel themselves, could prove important for applied sport psychologists to design psychological skill training.
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Affiliation(s)
- Alexander T Latinjak
- a School for Psychology and Education , University of Suffolk , Ipswich , UK.,b EUSES - School of Health and Sport Sciences , Universitat de Girona , Salt , Spain
| | - Miquel Torregrossa
- c Department of Psychology , Universitat Autònoma de Barcelona , Bellaterra , Spain
| | - Nikos Comoutos
- d Department of Physiological Education and Sport Science , University of Thessaly , Trikala , Greece
| | - Cristina Hernando-Gimeno
- a School for Psychology and Education , University of Suffolk , Ipswich , UK.,e School of Science, Technology and Engineering , University of Suffolk , Ipswich , UK
| | - Yago Ramis
- c Department of Psychology , Universitat Autònoma de Barcelona , Bellaterra , Spain
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Grosemans I, Coertjens L, Kyndt E. Work-related learning in the transition from higher education to work: The role of the development of self-efficacy and achievement goals. Br J Educ Psychol 2018; 90:19-42. [PMID: 30506557 DOI: 10.1111/bjep.12258] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2017] [Revised: 11/07/2018] [Indexed: 11/28/2022]
Abstract
BACKGROUND Work-related learning is particularly important at the start of graduates' careers. Preparing students for work-related learning is a chief aim of higher education, demonstrating its relevance when investigating the transition to work. AIM This study aimed to investigate the role of personal factors for work-related learning during the transition from higher education to work. This study took a longitudinal and person-centred approach by examining differences in work-related learning between different motivational profiles based on the conjoint development of self-efficacy and achievement goals. SAMPLE Questionnaires were administered four times, starting in the beginning of students' final year of higher education until 4 months after graduation (N = 814). METHODS In order to assess the development of the personal factors, different multi-indicator latent growth curve models were estimated. Afterwards, a multidimensional latent class growth analysis was used to identify latent profiles of participants with similar growth trajectories. Differences in work-related learning were investigated by a multivariate analysis of variance. RESULTS AND CONCLUSIONS The results revealed an average increase in self-efficacy, learning-goal, and performance-approach orientation, indicating that the transition to work triggers change in these personal factors. Performance-avoidance orientation decreased on average. Four distinct motivational profiles were discerned: strongly efficacious and approach-oriented, moderate efficacious and approach-oriented, moderate efficacious and learning-oriented, and undecided profile. Furthermore, differences were found concerning work-related learning, in which the strongly efficacious and approach-oriented profile reported more participation in formal and informal learning activities using personal sources, while the undecided profile showed least participation in the latter.
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Affiliation(s)
- Ilke Grosemans
- Centre for Research on Professional Learning & Development, and Lifelong Learning, KU Leuven - University of Leuven, Belgium
| | - Liesje Coertjens
- Psychological Sciences Research Institute, Université Catholique de Louvain, Louvain-la-Neuve, Belgium
| | - Eva Kyndt
- Centre for Research on Professional Learning & Development, and Lifelong Learning, KU Leuven - University of Leuven, Belgium.,Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Belgium
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Linnenbrink-Garcia L, Wormington SV, Snyder KE, Riggsbee J, Perez T, Ben-Eliyahu A, Hill NE. Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students. J Educ Psychol 2018; 110:1026-1048. [PMID: 30416206 DOI: 10.1037/edu0000245] [Citation(s) in RCA: 84] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (N Study 1 = 160 upper elementary students; N Study 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts.
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Hangen EJ, Elliot AJ, Jamieson JP. Lay conceptions of norm-based approach and avoidance motivation: Implications for the performance-approach and performance-avoidance goal relation. J Pers 2018; 87:737-749. [PMID: 30230550 DOI: 10.1111/jopy.12429] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2017] [Revised: 12/27/2017] [Accepted: 08/20/2018] [Indexed: 11/30/2022]
Abstract
OBJECTIVE Performance-approach goals and performance-avoidance goals are conceptually distinct, but they are often moderately or even highly positively correlated. The present research examines lay conceptions of approach and avoidance motivation as a moderator of this intergoal relation. METHOD Study 1 (N = 281) assessed whether participants considered norm-based approach motivation as being the same or different from norm-based avoidance motivation and tested these conceptions as a moderator of the performance goal correlation. Study 2 (N = 990) measured and experimentally manipulated lay conceptions. RESULTS In both studies, individuals who viewed approach and avoidance motivation as different exhibited a smaller performance goal correlation and lower performance-based goal adoption than those who viewed approach and avoidance goals as the same. Findings from experimentally manipulated conceptions provided further clarity regarding the precise nature of the relations and mean differences observed. Specifically, moderation was driven by the different condition (where the differences between approach and avoidance were highlighted). CONCLUSIONS This research sheds light on the nature and magnitude of the focal performance-based goal correlation and highlights the value of attending to lay conceptions of approach and avoidance motivation as well as lay conceptions of ability.
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Affiliation(s)
- Emily J Hangen
- Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York
| | - Andrew J Elliot
- Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York
| | - Jeremy P Jamieson
- Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, New York
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Abstract
Recent research found perfectionistic strivings to predict performance in a novel basketball task among novice basketball players. The current study builds on this research by examining whether this is also the case for performance in a familiar basketball training task among experienced basketball players, and whether achievement goals mediated any observed relationships. Perfectionistic strivings, perfectionistic concerns, and 3 × 2 achievement goals were assessed prior to basketball training performance in 90 basketball players (mean age 20.9 years). Regression analyses showed that perfectionistic strivings predicted better performance. Furthermore, mediation analyses showed that other-approach goals (e.g. beliefs that one should and can outperform others) accounted for this relationship. The findings suggest that perfectionistic strivings may predict better performance in both novel and familiar athletic contexts. In addition, beliefs about the importance and ability to outperform others may explain this relationship.
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Affiliation(s)
| | - Joachim Stoeber
- b School of Psychology, University of Kent , Canterbury , UK
| | - Troy Culley
- c School of Sport & Exercise Sciences, University of Kent , Chatham Maritime , UK
| | - Louis Passfield
- c School of Sport & Exercise Sciences, University of Kent , Chatham Maritime , UK
| | - Andrew P Hill
- a School of Sport, York St John University , York , UK
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Geller J, Toftness AR, Armstrong PI, Carpenter SK, Manz CL, Coffman CR, Lamm MH. Study strategies and beliefs about learning as a function of academic achievement and achievement goals. Memory 2017; 26:683-690. [PMID: 29096586 DOI: 10.1080/09658211.2017.1397175] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126-134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students' achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky's survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501-519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students' approaches to studying.
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Affiliation(s)
- Jason Geller
- a Department of Psychology , University of Alabama-Birmingham , Birmingham , AL , USA
| | | | | | - Shana K Carpenter
- b Department of Psychology , Iowa State University , Ames , IA , USA
| | - Carly L Manz
- c Department of Genetics, Development, and Cell Biology , Iowa State University , Ames , IA , USA
| | - Clark R Coffman
- c Department of Genetics, Development, and Cell Biology , Iowa State University , Ames , IA , USA
| | - Monica H Lamm
- d Department of Chemical and Biological Engineering , Iowa State University , Ames , IA , USA
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Xiang S, Liu Y, Bai L. Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework. Front Psychol 2017; 8:1809. [PMID: 29085321 PMCID: PMC5650634 DOI: 10.3389/fpsyg.2017.01809] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2017] [Accepted: 09/29/2017] [Indexed: 11/13/2022] Open
Abstract
This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents' school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students' life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents' school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents' school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents' school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents' school adjustment through the cultivation of different achievement goals.
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Affiliation(s)
- Shiyuan Xiang
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
| | - Yan Liu
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
| | - Lu Bai
- Institute of Developmental Psychology, Beijing Normal University, Beijing, China
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