Achievement Goals as Antecedents of Achievement Emotions: The 3 X 2 Achievement Goal Model as a Framework for Learning Environments Design

2014 ◽  
pp. 53-60 ◽  
Author(s):  
Margherita Brondino ◽  
Daniela Raccanello ◽  
Margherita Pasini
Keyword(s):  
Learning Environments ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
Achievement Emotions

Achievement Goals and Their Relations to Children’s Disruptive Behaviors in an After-School Physical Activity Program

2010 ◽  
Vol 29 (3) ◽  
pp. 278-294 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang ◽  
Ron McBride
Keyword(s):  
Physical Activity ◽  
Achievement Goals ◽  
Disruptive Behaviors ◽  
Achievement Goal ◽  
After School ◽  
Goal Model ◽  
Mastery Goal ◽  
Activity Program ◽  
And Performance ◽  
Avoidance Goals

This study used a trichotomous achievement goal model to explore and describe what actually happened in terms of students’ achievement goals and disruptive behaviors in an after-school physical activity program. Participants included 158 students in grades 3–6. They completed questionnaires assessing their achievement goals and disruptive behaviors. Nine of the participants were also selected and observed for disruptive behaviors. Students reported higher scores on the mastery goal than they did on the performance-approach and performance-avoidance goals. The mastery goal was negatively related to students’ self-reported low engagement, whereas the performance-approach and performance-avoidance goals were positively related to students’ self-reported disruptive behaviors. Overall, findings of the study provide empirical support for the trichotomous achievement goal model as a viable theoretical framework in the study of students’ disruptive behaviors in after-school physical activity settings.

Autonomous and controlled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings

2015 ◽  
Vol 39 (6) ◽  
pp. 858-875 ◽  
Author(s):  
Nicolas Gillet ◽  
Marc-André K. Lafrenière ◽  
Tiphaine Huyghebaert ◽  
Evelyne Fouquereau
Keyword(s):  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
Work Settings

scholarly journals Examination of the 3x2 Achievement Goal Model in Collegiate Recreation: Comparison Across Sport Programs

2016 ◽  
Author(s):  
Leeann M. Lower ◽  
Brian A. Turner
Keyword(s):  
Achievement Goals ◽  
Theoretical Models ◽  
The United States ◽  
Achievement Goal ◽  
Goal Theory ◽  
Goal Model ◽  
Recreational Sport ◽  
Post Secondary ◽  
Post Secondary Institution ◽  
Achievement Contexts

Sport is a central achievement context through which participants’ direct competence-related behavior to achieve desired outcomes. Achievement goal theory provides a framework for understanding self-directed behavior in achievement contexts. Theorists postulate that achievement goals reflect one’s purpose and anticipated outcomes which guide behavior. To assess this psychological construct, several achievement goal measures have been developed, from a dichotomous model (Nicholls, 1989) to the most recent 3x2 model (Elliot, Murayama, & Pekrun, 2011). In the present research, the 3x2 achievement goal model (i.e., task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) was translated for the collegiate recreational sport domain and tested against alternative theoretical models. A questionnaire was developed and administered to recreational sport participants (N = 614) at a large, post-secondary institution in the United States. Using confirmatory factor analysis (CFA), the researchers found the 3x2 model to provide a better fit than the alternative theoretical models. These findings support the most recent theoretical advancement of the achievement goal construct. Through use of multivariate analysis of variance, significant differences across the six achievement goals were found between intramural and sport club participants. These results have implications for researchers and recreational sport practitioners seeking to measure and understand the motivational differences across sport participants.

scholarly journals The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

2020 ◽  
pp. 1356336X2097132
Author(s):  
Sarah Danthony ◽  
Nicolas Mascret ◽  
François Cury
Keyword(s):  
Physical Education ◽  
Test Anxiety ◽  
Perceived Control ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
General Test ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Negative Factors

The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

scholarly journals Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers

2022 ◽  
Vol 12 ◽  
Author(s):  
Chung Chin Wu
Keyword(s):  
Achievement Goals ◽  
Preschool Teachers ◽  
Theoretical Perspective ◽  
Achievement Goal ◽  
Self Report ◽  
School Level ◽  
Future Research ◽  
Goal Model ◽  
Effectiveness And Efficiency ◽  
Antecedents And Consequences

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.

Nonconscious Activation of Achievement Goals

2009 ◽  
Vol 68 (4) ◽  
pp. 193-200 ◽  
Author(s):  
Stefan Engeser
Keyword(s):  
Achievement Goals ◽  
Priming Effect ◽  
Achievement Goal ◽  
Word Class ◽  
Achievement Motive ◽  
Goal Priming ◽  
Series Of Experiments ◽  
Research Questions

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

scholarly journals Need Satisfaction and Achievement Goals for Teaching of Universi-ty Faculty: An International Study of Their Interplay and Relevance for Positive Affect, Teaching Quality, and Professional Learning

2020 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Higher Education ◽  
Positive Affect ◽  
Achievement Goals ◽  
International Study ◽  
Teaching Quality ◽  
Need Satisfaction ◽  
Achievement Goal ◽  
University Faculty ◽  
Faculty Motivation ◽  
Faculty Experiences

Previous research has successfully used basic psychological need and achievement goal ap-proaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty from specific educational contexts being studied—neglecting those from other higher education systems and institution types that potentially differ in the configurations, levels, and effects of their motivations. As combining both approaches and examining multiple educational contexts is essential for a comprehensive theoretical understanding of faculty motivation and generalizable results, we conducted an international study including 1,410 university faculty members from German, In-dian, and US-American teaching and research universities. Aside from need satisfaction and achievement goals, we measured their positive affect, teaching quality, and professional learn-ing. Results attested measurement invariance of basic need and achievement goal scales regard-ing language, higher education context, and institution type. We found small differences in mo-tivations between the three higher education contexts and negligible differences between institu-tion types. Task, learning, and relational goals were positively, and work avoidance goals were negatively linked to the outcome variables. Need satisfaction sensibly explained differences in pursuit of these goals, and—directly and indirectly through the goals—also the outcome varia-bles. Taken together, these results provide international evidence for the importance of faculty motivation for teaching and illuminate how need satisfaction is relevant for goal pursuit, while both motivation approaches uniquely matter for faculty experiences, success, and learning.

scholarly journals Η αξιολόγηση του βιβλίου των μαθηματικών σε σχέση με τα συναισθήματα και τους στόχους επίτευξης των μαθητών/τριών

2020 ◽  
Vol 8 ◽  
pp. 323
Author(s):  
Ιωάννα Θεοφανίδου ◽  
Αικατερίνη Βάσιου ◽  
Χαράλαμπος Λεμονίδης
Keyword(s):  
Goal Orientations ◽  
Textbook Analysis ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Mathematics Textbook ◽  
Achievement Emotions

Σκοπός της μελέτης ήταν να εξετάσει τη συσχέτιση των αντιλήψεων των μαθητών/τριών για το σχολικό βιβλίο των μαθηματικών της Γ΄ τάξης του δημοτικού σχολείου με τα συναισθήματα και τους στόχους επίτευξής τους. Η έρευνα πραγματοποιήθηκε σε δύο επίπεδα, ένα ποσοτικό και ένα ποιοτικό, που διεξήχθησαν ταυτόχρονα. Στην πρώτη φάση, 46 μαθητές/τριες συμπλήρωσαν ερωτηματολόγιο που αποτελούνταν από τις κλίμακες Achievement Emotions Questionnaire, Personal Achievement Goal Orientations και Mathematics Textbook Analysis. Στη δεύτερη φάση, 6 μαθητές/τριες απάντησαν σε ημιδομημένη συνέντευξη, από 13 ερωτήσεις, που σχεδιάστηκαν για τις ανάγκες της έρευνας. Τα αποτελέσματα από τις αναλύσεις συσχέτισης έδειξαν, ότι οι αντιλήψεις των μαθητών/τριών της Γ΄ τάξης του δημοτικού σχολείου για το σχολικό βιβλίο των μαθηματικών συσχετίζονται θετικά με το θετικό συναίσθημα επίτευξης, με τους στόχους μάθησης και με τους στόχους προσέγγισης της επίδοσης. Η ανάλυση περιεχομένου έδειξε, ότι οι μαθητές/τριες, παρόλο που θεωρούν το βιβλίο των μαθηματικών εύκολο και ευχάριστο, ωστόσο διαβάζουν τα μαθηματικά γιατί είναι χρήσιμα και για να ικανοποιήσουν τους άλλους (γονείς ή/και εκπαιδευτικούς). Τα αποτελέσματα καταδεικνύουν πώς το κατανοητό, ελκυστικό και ενδιαφέρον περιεχόμενο του σχολικού βιβλίου μπορεί να συμβάλει στην κινητοποίηση και ενίσχυση των θετικών συναισθημάτων επίτευξης των μαθητών/τριών και κατά συνέπεια στην αύξηση της επίδοσής τους στα μαθηματικά.

scholarly journals Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective

2009 ◽  
Vol 28 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Victoria E. Warburton ◽  
Christopher M. Spray
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Critical Time ◽  
Perceived Competence ◽  
Achievement Goal ◽  
Approach Avoidance ◽  
Goal Adoption ◽  
Mastery Avoidance ◽  
Avoidance Goals

The purpose of this study was to examine the temporal pattern of pupils’ approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils’ year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents’ motivation in school physical education.

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