scholarly journals A meta-analysis of induced achievement goals: the moderating effects of goal standard and goal framing

2021 ◽  
Vol 24 (1) ◽  
pp. 195-245
Author(s):  
Gera Noordzij ◽  
Lisenne Giel ◽  
Heleen van Mierlo
Keyword(s):  
Achievement Goals ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Moderating Effects ◽  
Goal Framing ◽  
Performance Effects ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

AbstractIn this paper, we present a meta-analysis of the motivational and performance effects of experimentally induced achievement goals and the moderating effects of goal standard and goal framing; comprising 90 studies which provided 235 effect sizes (11,247 participants). The findings show that, relative to performance-approach and performance-avoidance goals and no-goals, induced mastery-approach goals enhanced performance, but not motivation. With regards to the goal standard used in the inducement, mastery-approach goals related to better performance than performance-approach goals, when mastery-approach goals were based on task-referenced standards or when social comparison was used as a standard for inducing performance-approach goals. With regards to the goal framing used in the inducement, mastery-approach goals were more beneficial when achievement goals were induced by means of goal content. We therefore conclude that goal framing and goal standard should be taken into consideration in achievement goal research and practice.

scholarly journals Setting Lower Limits High: The Role of Boundary Goals in Achievement Motivation

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Brent Donnellan
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Lower Boundary ◽  
Opposite Pattern ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Lower Limits ◽  
Mastery Approach

Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The current research integrates boundary goals into the hierarchical model of achievement motivation (A. Elliot, 2006) by positing that boundary goals are a sub-goal in the goal hierarchy. We predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. We further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). We also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. We tested these predictions by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (beta = .32) whereas performance avoidance goals were negatively associated with boundary goals (beta = -.11). Further, we found that mastery approach goals had positive associations with boundary goals (beta = .29) whereas the opposite pattern occurred for mastery avoidance goals (beta = -.25). Boundary goals were positively linked to exam scores (beta = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions.

scholarly journals Achievement goals model validation: Is the 2X2 better than the Trichotomous?

2021 ◽  
Vol 10 (1) ◽  
pp. 142
Author(s):  
Bilson Simamora ◽  
Elisabeth Vita Mutiarawati
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Goal Orientations ◽  
Cross Sectional ◽  
New Students ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

<span>Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.</span>

Achievement Goals and Physical Self-Perceptions of Adolescent Athletes

2012 ◽  
Vol 40 (3) ◽  
pp. 473-480 ◽  
Author(s):  
Zisan Kazak Cetinkalp
Keyword(s):  
Achievement Goals ◽  
Female Athletes ◽  
Self Concept ◽  
Adolescent Athletes ◽  
Self Perceptions ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The relationship between achievement goals and physical self-perceptions of adolescent athletes was examined in this study. Participants were 208 adolescent athletes with a mean age of 16.35 + 0.48 years. Independent samples t tests, Pearson correlations, and regression analysis were used to analyze the data. The results showed that female athletes' mastery-avoidance scores were higher than male athletes'. Mastery-approach goals were related to sports competence and global physical self-concept. Performance-approach goals were associated with sports competence, global physical self-concept, and global self-esteem. Performance-avoidance goals were related only to sports competence. In addition, the mastery-approach goal was predicted by global physical self-concept, and performance-approach and performance-avoidance goals were positively predicted by sports competence.

scholarly journals How Proponents and Opponents Influence Achievement Motivation: The Role of the Anticipated Emotions of Other People

2021 ◽  
Vol 23 (1) ◽  
pp. 1
Author(s):  
Bilson Simamora
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Avoidance Performance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Anticipated Emotions ◽  
Mastery Approach

There are countless studies about the influence of other people’s emotions on individuals' behavior. However, the influence of proponents' and opponents' future emotions on achievement motivation remains unclear. This study aims to fill this gap. Therefore, departing from the emotional intelligence theory, the author materializes the anticipated emotions of other people concept and tests it using a static group experimental design with success and failure scenarios, involving 203 participants chosen judgmentally. When reminded of the proponents' joyfulness caused by their success, the Mann-Whitney U test with normal approximation, supported by the Monte Carlo estimation, shows that the mastery-avoidance, performance-approach, and performance-avoidance goals of the experimental group are enhanced. Whereas, when reminded that they would be envied and make the opponents feel distressed, the performance-approach goals are improved. In the failure scenario, when the participants were directed to the proponents' distress, as a response to their failure, the four components of the achievement goals are increased: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. However, the opponents' joyfulness, anticipated as a malicious schadenfreude to the participants' failure, is only successful in stimulating the performance-avoidance goals.  A Bayesian estimate with 5,000 times bootstrapping reveals that self-efficacy mediates the influence of the proponents' anticipated joyfulness on the mastery-approach fully, and on the performance-approach goals in a complementary way. Complementary mediation is also apparent in the impact of the proponents' distress on the mastery-approach and mastery-avoidance goals. Above all, love for the proponents is more potent than hatred from social environments for increasing the achievement motivation. Further research is encouraged to replicate this study with different social behavior.

Quiet Eye and Performance in Sport: A Meta-Analysis

2016 ◽  
Vol 38 (5) ◽  
pp. 441-457 ◽  
Author(s):  
Jean-Charles Lebeau ◽  
Sicong Liu ◽  
Camilo Sáenz-Moncaleano ◽  
Susana Sanduvete-Chaves ◽  
Salvador Chacón-Moscoso ◽  
...  
Keyword(s):  
Effect Size ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Subsequent Performance ◽  
Quiet Eye ◽  
Performance Effects ◽  
Moderate Effect Size ◽  
Moderate Effect ◽  
And Performance ◽  
Absolute Duration

Research linking the “quiet eye” (QE) period to subsequent performance has not been systematically synthesized. In this paper we review the literature on the link between the two through nonintervention (Synthesis 1) and intervention (Synthesis 2) studies. In the first synthesis, 27 studies with 38 effect sizes resulted in a large mean effect (d = 1.04) reflecting differences between experts’ and novices’ QE periods, and a moderate effect size (d = 0.58) comparing QE periods for successful and unsuccessful performances within individuals. Studies reporting QE duration as a percentage of the total time revealed a larger mean effect size than studies reporting an absolute duration (in milliseconds). The second synthesis of 9 articles revealed very large effect sizes for both the quiet-eye period (d = 1.53) and performance (d = 0.84). QE also showed some ability to predict performance effects across studies.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

scholarly journals Higher Education Instructors’ Usage of and Learning from Student Evaluations of Teaching – Do Achievement Goals Matter?

2021 ◽  
Author(s):  
Julia Hein ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Markus Dresel ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Learning Goals ◽  
Learning Approach ◽  
Beneficial Effects ◽  
Work Avoidance ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Identifying what motivates higher education instructors in their self-regulated learning from stu-dent evaluations of teaching (SET) is important for improving future teaching. In a longitudinal online field study, we investigated how higher education instructors’ achievement goals predict the use of SET(s), processing its results and learning from it. We expected beneficial effects of learning (approach and avoidance) goals and performance approach goals, while performance avoidance goals and work avoidance goals should be detrimental for the learning process. In to-tal, 407 higher education instructors with teaching commitments reported their achievement goals. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their learning intentions regarding this student feedback. Using structural equation modelling, we found that learning avoidance goals were positively associated with conducting SET(s) and learning approach goals were positively associated with learning intentions. These findings highlight the importance of learning goals for instructors’ use of SET(s).

Incremental Validity of Achievement Goals in Predicting Subjective Well-Being Among University Students

2015 ◽  
Vol 14 (1) ◽  
pp. 38-62 ◽  
Author(s):  
Chen Chen
Keyword(s):  
Life Satisfaction ◽  
Personality Traits ◽  
Big Five ◽  
Achievement Goals ◽  
Well Being ◽  
Big Five Personality ◽  
Subjective Well Being ◽  
And Performance ◽  
Approach Goals ◽  
Mastery Approach

This study examined the role that achievement goals may play in predicting subjective well-being, particularly the extra contribution of achievement goals beyond that of personality traits. There were 371 university students from Nanjing, China (mean age = 20.67, SD = 1.30) who participated in the study and reported their achievement goals, the Big Five personality traits, and subjective well-being (including life satisfaction, positive, and negative affect). Results revealed that mastery-approach goals positively and significantly predicted life satisfaction; mastery-approach and performance-approach goals positively, whereas performance-avoidance goals negatively significantly predicted positive affect. When working with the Big Five personality traits, mastery-approach goals and performance-approach goals showed their added contributions to life satisfaction and positive affect, respectively. These results highlight the importance of considering achievement goals when explaining individual differences of subjective well-being as well as the importance of taking subjective well-being into account when understanding the nature of achievement goals.

Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

2019 ◽  
Vol 40 (9) ◽  
pp. 1369-1396 ◽  
Author(s):  
Cornelia Măirean ◽  
Loredana R. Diaconu-Gherasim
Keyword(s):  
Depressive Symptoms ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Parental Rejection ◽  
Mastery Goals ◽  
Future Studies ◽  
Maternal Rejection ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This present study investigated the longitudinal relations between depressive symptoms and achievement goals and whether maternal and paternal rejection moderated these relations. A sample of 436 early adolescents ([Formula: see text]age = 13.19, 58.33% girls) filled in scales measuring the depressive symptoms (Time 1), parental rejection (Time 2; 1 year later), and achievement goals (Time 2). Early adolescents’ depressive symptoms were positively related to performance-avoidance goals and negatively related to mastery and performance-approach goals. Furthermore, the father’s rejection was positively related to the adolescents’ performance-avoidance and negatively related to mastery goals, whereas maternal rejection was not related to achievement goals. Finally, maternal rejection moderated the association between depressive symptoms and performance-avoidance goals 1 year later. The implications of these results for future studies and educational practices are discussed.

Case Study Instruction Experiences in Educational Psychology and Pre-Service Teachers’ Achievement Goals for Learning

2020 ◽  
pp. 009862832097726
Author(s):  
Alyssa R. Gonzalez-DeHass ◽  
Patricia P. Willems ◽  
María D. Vásquez-Colina
Keyword(s):  
Educational Psychology ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Traditional Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Mastery Approach

Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student’s adoption of mastery-approach goals, we expected that case study learning would predict educational psychology students’ adoption of these adaptive goals. However, there is limited empirical research on the impact of case study instruction on student’s motivation, particularly for students’ adoption of achievement goals. Therefore, the purpose of this study was to examine the relationships between students’ perceived experiences in case study instruction and each of four achievement goals identified in the goal literature. Since self-efficacy may be another important influence on students’ achievement goals, we also included it as another predictor variable in our regression analyses. Both online and traditional on-campus students are included in this study. While neither performance goal was significantly related to case study instruction for either class format, perceptions of case study instruction predicted online students’ mastery-approach goals and predicted lower rates of mastery-avoidance goals in traditional students. Self-efficacy predicted greater likelihood of mastery-approach goals for traditional students and lower rates of mastery-avoidance goals in both class formats.

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