scholarly journals Relationships among perceived competence, intrinsic value and mastery goal orientation in English and maths

2004 ◽  
Vol 31 (2) ◽  
pp. 81-111 ◽  
Author(s):  
Rachel J. Cocks ◽  
Helen M. G. Watt
Keyword(s):  
Goal Orientation ◽  
Intrinsic Value ◽  
Perceived Competence ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation

2018 ◽  
Vol 44 (8) ◽  
pp. 1258-1269 ◽  
Author(s):  
Liat Levontin ◽  
Anat Bardi
Keyword(s):  
Goal Orientation ◽  
Performance Studies ◽  
Goal Orientations ◽  
Social Goals ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Effects ◽  
Predicting Performance ◽  
Achievement Contexts

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

scholarly journals The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Berliana Henu Cahyani ◽  
Asmadi Alsa ◽  
Neila Ramdhani ◽  
Fakher Nabeel Khalili
Keyword(s):  
Classroom Management ◽  
Goal Orientation ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Sampling Technique ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

Does negative teacher behavior influence student self-efficacy and mastery goal orientation?

2020 ◽  
Vol 71 ◽  
pp. 101653
Author(s):  
Kathan Dushyant Shukla ◽  
Samvet Kuril ◽  
Vijaya Sherry Chand
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Teacher Behavior ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school

2019 ◽  
Vol 43 (6) ◽  
pp. 523-529 ◽  
Author(s):  
Christia Spears Brown
Keyword(s):  
Goal Orientation ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Academic Ability ◽  
Seventh Grade ◽  
Gender Typicality ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Academic Attitudes ◽  
Academic Self Efficacy

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

E-Learner Characteristics and E-Learner Satisfaction

2012 ◽  
Vol 2 (2) ◽  
pp. 1-15
Author(s):  
Po Hsuan Chen
Keyword(s):  
Goal Orientation ◽  
Computer Mediated Communication ◽  
Self Regulation ◽  
Strategy Use ◽  
Learner Satisfaction ◽  
Learner Characteristics ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
E Learning ◽  
Learning English

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.

Fantasy as a Driving Force: Relations Between Fantasy and Motivation in Children

2017 ◽  
Vol 38 (3) ◽  
pp. 250-267 ◽  
Author(s):  
Eva V. Hoff ◽  
Alexandra Ekman ◽  
Anna Kemdal Pho
Keyword(s):  
Goal Orientation ◽  
Driving Force ◽  
Teaching And Learning ◽  
Fifth Grade ◽  
Mastery Goals ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Motivational Style ◽  
Avoidance Goals ◽  
The Relationship

The relationship between children’s fantasy involvement and motivational style at school was investigated. Participants were 95 Swedish children in third to fifth grade (9–11 years). Fantasy involvement was measured with the Children’s Fantasy Inventory and motivation in the classroom was measured with the Goal Orientation Scales. Results revealed that being highly imaginative was related to higher mastery goal orientation. Among the two subscales with positive fantasy content, one—fanciful and happy fantasies—was connected to mastery goals. Among the two negative fantasy scales one—scary daydreams and attention lapses—was linked to avoidance goals. An implication of the results for teaching and learning situations is that fantasy involvement may function as a resource for motivating students.

scholarly journals Pengaruh Iklim Kelas Terhadap Resiliensi Akademik, Mastery Goal Orientation dan Prestasi Belajar

2021 ◽  
Author(s):  
Raja Oloan Tumanggor
Keyword(s):  
Goal Orientation ◽  
Classroom Climate ◽  
Academic Resilience ◽  
Learning Achievement ◽  
Academic Difficulties ◽  
Academic Tasks ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
The Face ◽  
Dynamic Collaboration

This study analyzes the extent to which the influence of the classroom climate on academic resilience,Mastery Goal Orientation (MGO) and learning achievement. Classroom climate is a psychosocial atmosphere created through the interaction between lecturers and students during the learning process in the classroom. Goodclassroom climate is created through dynamic collaboration through social interaction between faculty and students.While academic resilience is someone toughness in the face of a variety of academic tasks in the educational environment. A student whose academic resiliens will not be easy to despair in the face of academic difficulties. WhileMGO is a part of the motivation that encourages a student to master the course material, so that he was able tocomplete the task with good lectures. The results of a student learning achievement called learning achievement. Bea reflection of the learning achievement of learning outcomes in a given period of time. From a study of 90 studentsof a private university in Jakarta, the results showed that the first, classroom climate has a significant influence onacademic resilience and MGO. Secondly, there is the effect of MGO on academic resilience. Third, classroom climate,academic resilience, and MGO did not have a significant effect on learning achievement.

scholarly journals Encouraging or expecting flexibility? How small business leaders’ mastery goal orientation influences employee flexibility through different work climate perceptions

2021 ◽  
pp. 001872672110425
Author(s):  
Elizabeth Solberg ◽  
Therese E Sverdrup ◽  
Alexander Madsen Sandvik ◽  
Vidar Schei
Keyword(s):  
Small Business ◽  
Goal Orientation ◽  
Work Climate ◽  
Business Leaders ◽  
Accounting Firms ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Business Environments ◽  
Level Data ◽  
Small Business Leaders

The employee flexibility desired in changing and uncertain business environments is amplified in small business settings. How can small business leaders facilitate the employee flexibility needed in this context? In the present study, we proposed that mastery goal-oriented leaders who are concerned with learning and competence development would create a work climate that promoted employee flexibility in their firms. We tested our hypotheses with multi-wave, multi-level data collected from leaders and employees in 141 small accounting firms in Norway. Findings revealed that leaders’ mastery goal orientation (MGO) was positively related to employee flexibility through a work climate that encouraged learning and development (a mastery climate). Yet, we also found that leaders’ MGO was negatively related to employee flexibility through a work climate that emphasized the expectations to be adaptive and flexible (an adaptability climate). Taken together, our study suggests that leaders’ mastery goal orientation may fuel employee flexibility when encouraging flexible-related behavior yet backfire when they signal that the same behavior is expected.

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