The mediating role of perceived peer motivational climate between classroom mastery goal structure and social goal orientations

2019 ◽  
Vol 73 ◽  
pp. 112-123 ◽  
Author(s):  
Nir Madjar ◽  
Elizabeth A. North ◽  
Melissa Karakus
Keyword(s):  
Goal Orientations ◽  
Motivational Climate ◽  
Goal Structure ◽  
Social Goal ◽  
Mastery Goal ◽  
Mediating Role

Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

2017 ◽  
Vol 119 (13) ◽  
pp. 1-20
Author(s):  
Adar Ben-Eliyahu
Keyword(s):  
Individual Differences ◽  
Self Regulation ◽  
Goal Orientations ◽  
Goal Structure ◽  
Learning Context ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Contexts ◽  
Achievement Outcomes ◽  
Regulated Learning

This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu & Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.

Goal congruence in teams and performance: The role of (shared) psychological contract fulfilment

2019 ◽  
pp. 1-17
Author(s):  
Frits Schreuder ◽  
René Schalk ◽  
Sasa Batistič
Keyword(s):  
Psychological Contract ◽  
Goal Orientations ◽  
Team Identification ◽  
Goal Congruence ◽  
Moderation Effect ◽  
Mediating Role ◽  
Person Environment Fit ◽  
Team Alignment ◽  
And Performance

AbstractThis study examines the motivating effects of goal congruence on outcomes in teams. Building on psychological contract theory and theories of person–environment fit, we proposed at the team level of analysis a mediating role of psychological contract fulfilment (PCF) and moderating effects of task interdependence and team identification. The results indicate partial mediation of shared PCF in the goal congruence – team performance relationships and a significant moderation effect of team identification with team alignment in learning goal orientations.

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