Shaping achievement goal orientations in a mastery-structured environment and concomitant changes in related contingencies of self-worth

2012 ◽  
Vol 37 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Paul A. O’Keefe ◽  
Adar Ben-Eliyahu ◽  
Lisa Linnenbrink-Garcia
Keyword(s):  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Self Worth

Relations Between Achievement Goal Orientations and Math Achievement in Primary Grades: A Follow‐Up Study

2010 ◽  
Vol 54 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Katrin Mägi ◽  
Marja‐Kristiina Lerkkanen ◽  
Anna‐Maija Poikkeus ◽  
Helena Rasku‐Puttonen ◽  
Eve Kikas
Keyword(s):  
Math Achievement ◽  
Primary Grades ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Follow Up Study

Young People’s Motivational Profiles in Physical Activity: A Cluster Analysis

2001 ◽  
Vol 23 (1) ◽  
pp. 1-22 ◽  
Author(s):  
C.K. John Wang ◽  
Stuart J.H. Biddle
Keyword(s):  
Physical Activity ◽  
Cluster Analysis ◽  
Young People ◽  
Large Scale ◽  
Goal Orientations ◽  
National Sample ◽  
Achievement Goal Orientations ◽  
Athletic Ability ◽  
Self Worth ◽  
And Gender

A great deal has been written about the motivation of young people in physical activity, and the determinants of activity for this age group have been identified as a research priority. Despite this, there are few large-scale studies identifying “types” or “clusters” of young people based on their scores on validated motivation inventories. This study reports the results of a cluster analysis of a large national sample (n = 2,510) of 12- to 15-year-olds using contemporary approaches to physical activity motivation: achievement goal orientations, self-determination theory (including amotivation), the nature of athletic ability beliefs, and perceived competence. Five meaningful clusters were identified reflecting two highly motivated and two less well-motivated clusters, as well as a clearly amotivated cluster. Groupings were validated by investigating differences in physical activity participation and perceptions of physical self-worth. Some clusters reflected age and gender differences. The results provide valuable information for likely strategies to promote physical activity in young people.

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

Sign in / Sign up

Export Citation Format

Share Document