Achievement goal contagion: mastery and performance goals spread among classmates

2020 ◽  
Vol 23 (3) ◽  
pp. 795-814 ◽  
Author(s):  
Ronnel B. King ◽  
Norman B. Mendoza
Keyword(s):  
Achievement Goal ◽  
Performance Goals ◽  
And Performance

scholarly journals Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals.

2009 ◽  
Vol 96 (1) ◽  
pp. 119-134 ◽  
Author(s):  
Céline Darnon ◽  
Benoît Dompnier ◽  
Florian Delmas ◽  
Caroline Pulfrey ◽  
Fabrizio Butera
Keyword(s):  
Social Desirability ◽  
Achievement Goal ◽  
Social Utility ◽  
Performance Goals ◽  
And Performance

scholarly journals THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION

2014 ◽  
Vol 58 (1) ◽  
pp. 27-38
Author(s):  
Christian Brandmo ◽  
Dijana Tiplic ◽  
Eyvind Elstad
Keyword(s):  
Educational Leadership ◽  
Achievement Goals ◽  
School Principals ◽  
School Leaders ◽  
Organizational Factors ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Performance Goals ◽  
Goal Theory ◽  
And Performance

This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals’ efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals’ purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. Key words: accountability, achievement goals, educational leadership, school leaders’ motivation.

scholarly journals How do Students’ Mastery and Performance Goals Relate to Math Anxiety?

2011 ◽  
Vol 7 (4) ◽  
Author(s):  
Joseph M. Furner ◽  
Alyssa Gonzalez-DeHass
Keyword(s):  
Math Anxiety ◽  
Performance Goals ◽  
And Performance

scholarly journals When and why performance goals predict exploitation behaviors: An achievement goal complex analysis of the selection function of assessment

2018 ◽  
Vol 43 (2) ◽  
pp. 266-284 ◽  
Author(s):  
Nicolas Sommet ◽  
David Nguyen ◽  
Kevin Fahrni ◽  
Martin Jobin ◽  
Ha-Phong Nguyen ◽  
...  
Keyword(s):  
Complex Analysis ◽  
Achievement Goal ◽  
Performance Goals ◽  
Selection Function

scholarly journals How performance measurement influences stakeholders in not-for-profit organizations

2017 ◽  
Vol 37 (9) ◽  
pp. 1164-1184 ◽  
Author(s):  
Haley Allison Beer ◽  
Pietro Micheli
Keyword(s):  
Performance Measurement ◽  
Single Case ◽  
Institutional Logics ◽  
Performance Goals ◽  
Content Type ◽  
For Profit ◽  
Not For Profit ◽  
And Performance ◽  
The Uk

Purpose The purpose of this paper is to examine the influences of performance measurement (PM) on not-for-profit (NFP) organizations’ stakeholders by studying how PM practices interact with understandings of legitimate performance goals. This study invokes institutional logics theory to explain interactions between PM and stakeholders. Design/methodology/approach An in-depth case study is conducted in a large NFP organization in the UK. Managers, employees, and external partners are interviewed and observed, and performance-related documents analyzed. Findings Both stakeholders and PM practices are found to have dominant institutional logics that portray certain goals as legitimate. PM practices can reinforce, reconcile, or inhibit stakeholders’ understandings and propensity to act toward goals, depending on the extent to which practices share the dominant logic of the stakeholders they interact with. Research limitations/implications A theoretical framework is proposed for how PM practices first interact with stakeholders at a cognitive level and second influence action. This research is based on a single case study, which limits generalizability of findings; however, results may be transferable to other environments where PM is aimed at balancing competing stakeholder objectives and organizational priorities. Practical implications PM affects the experience of stakeholders by interacting with their understanding of legitimate performance goals. PM systems should be designed and implemented on the basis of both their formal ability to represent organizational aims and objectives, and their influence on stakeholders. Originality/value Findings advance PM theory by offering an explanation for how PM influences attention and actions at an individual micro level.

scholarly journals Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Imran Yousuf ◽  
Shafqat Hussain ◽  
Shumaila Noreen
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Achievement Goals ◽  
Department Of Education ◽  
Performance Goals ◽  
Mastery Goals ◽  
And Performance ◽  
Education Academic ◽  
The University ◽  
The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

German Scales for the Assessment of Learning and Performance Goals

2002 ◽  
Author(s):  
Birgit Spinath ◽  
Ricarda Steinmayr
Keyword(s):  
Performance Goals ◽  
Assessment Of Learning ◽  
And Performance ◽  
Learning And Performance

When do mastery and performance goals facilitate academic achievement?

2019 ◽  
Vol 59 ◽  
pp. 101795 ◽  
Author(s):  
Corwin Senko
Keyword(s):  
Academic Achievement ◽  
Performance Goals ◽  
And Performance

scholarly journals A nonlinear model for the characterization and optimization of athletic training and performance

2017 ◽  
Vol 9 (1) ◽  
pp. 82-93 ◽  
Author(s):  
James D. Turner ◽  
Michael J. Mazzoleni ◽  
Jared A. Little ◽  
Dane Sequeira ◽  
Brian P. Mann
Keyword(s):  
Athletic Training ◽  
Nonlinear Model ◽  
Linear Models ◽  
Performance Data ◽  
Step Response ◽  
Performance Goals ◽  
Model Parameters ◽  
Physiological Effects ◽  
And Performance ◽  
Training Protocols

Summary Study aim: Mathematical models of the relationship between training and performance facilitate the design of training protocols to achieve performance goals. However, current linear models do not account for nonlinear physiological effects such as saturation and over-training. This severely limits their practical applicability, especially for optimizing training strategies. This study describes, analyzes, and applies a new nonlinear model to account for these physiological effects. Material and methods: This study considers the equilibria and step response of the nonlinear differential equation model to show its characteristics and trends, optimizes training protocols using genetic algorithms to maximize performance by applying the model under various realistic constraints, and presents a case study fitting the model to human performance data. Results: The nonlinear model captures the saturation and over-training effects; produces realistic training protocols with training progression, a high-intensity phase, and a taper; and closely fits the experimental performance data. Fitting the model parameters to subsets of the data identifies which parameters have the largest variability but reveals that the performance predictions are relatively consistent. Conclusions: These findings provide a new mathematical foundation for modeling and optimizing athletic training routines subject to an individual’s personal physiology, constraints, and performance goals.

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