On the Nature of Motivational Orientations: Implications of Assessed Goals and Gender Differences for Motivational Goal Theory

2010 ◽  
Vol 13 (1) ◽  
pp. 232-243 ◽  
Author(s):  
Jesús Alonso-Tapia ◽  
Juan A. Huertas ◽  
Miguel A. Ruiz
Keyword(s):  
Gender Differences ◽  
Self Regulation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Goal Theory ◽  
Confirmatory Factor Analyses ◽  
Multiple Group ◽  
Regulatory Processes ◽  
And Gender ◽  
Theory Research

In a historical revision of the achievement goal construct, Elliot (2005) recognized that there is little consensus on whether the term “goal” in “achievement goal orientations” (GO) is best represented as an “aim”, as an overarching orientation encompassing several “aims”, or as a combination of aims and other processes -self-regulation, etc.-. Elliot pointed also that goal theory research provides evidence for different models of GO. As there were no consensus on these issues, we decided to get evidence about the nature and structure of GO, about the role of gender differences in the configuration of such structure, and about relations between GO, expectancies, volitional processes and achievement. A total of 382 university students from different faculties of two public universities of Madrid (Spain) that voluntarily accepted to fill in a questionnaire that assessed different goals, expectancies and self-regulatory processes participated in the study. Scales reliability, confirmatory factor analyses, multiple-group analyses, and correlation and regression analyses were carried out. Results support the trichotomous model of GO, the consideration of GO as a combination of aims and other psychological processes, showed some gender differences and favour the adoption of a multiple goal perspective for explaining students' motivation.

Examining the Cross-Level Influence of Dispositional and Team Goal Orientations on Employee Self-Regulation and Performance in a Complex Task Environment

2016 ◽  
Vol 52 (4) ◽  
pp. 396-421 ◽  
Author(s):  
Tal Katz-Navon ◽  
Esther Unger-Aviram ◽  
Caryn Block
Keyword(s):  
Negative Affect ◽  
Job Performance ◽  
Team Learning ◽  
Employee Performance ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Goal Orientations ◽  
Learning Orientation ◽  
Complex Tasks ◽  
Regulatory Processes

The study examined the mediating role of individual’s self-regulatory processes of deep cognitive strategies (meaningful learning rather than a reproduction of knowledge) and negative affect in the relationship between dispositional and team goal orientations and team member’s performance of complex tasks. Thirty-three research and development teams and their managers participated. Results demonstrated that dispositional performance orientation (focus on success) increased negative affect, which, in turn, lowered employee job performance. Whereas team learning orientation (focus on learning and improvement) decreased negative affect, which, in turn, was associated with higher employee job performance. Additionally, both dispositional and team learning orientations were positively and significantly associated with individuals’ use of deep cognitive strategies. However, deep cognitive strategies were not associated with employee performance. Findings suggest that managers of teams performing complex tasks may want to consider ways to create and sustain a high learning orientation in order to reduce negative affect and increase use of deep cognitive strategies within their teams.

scholarly journals Measurement invariance of the Illness Invalidation Inventory (3*I) across language, rheumatic disease and gender

2013 ◽  
Vol 73 (3) ◽  
pp. 551-556 ◽  
Author(s):  
Marianne Belia Kool ◽  
Rens van de Schoot ◽  
Isabel López-Chicheri García ◽  
Ricarda Mewes ◽  
José A P Da Silva ◽  
...  
Keyword(s):  
Rheumatic Disease ◽  
Measurement Invariance ◽  
Rheumatic Diseases ◽  
Future Research ◽  
Dutch Version ◽  
Confirmatory Factor Analyses ◽  
Online Study ◽  
Multiple Group ◽  
Antecedents And Consequences ◽  
And Gender

ObjectivesThe Illness Invalidation Inventory (3*I) assesses patients’ perception of responses of others that are perceived as denying, lecturing, not supporting and not acknowledging the condition of the patient. It includes two factors: ‘discounting’ and ‘lack of understanding’. In order to use the 3*I to compare and pool scores across groups and countries, the questionnaire must have measurement invariance; that is, it should measure identical concepts with the same factor structure across groups. The aim of this study was to examine measurement invariance of the 3*I across rheumatic diseases, gender and languages.MethodsParticipants with rheumatic disease from various countries completed an online study using the 3*I, which was presented in Dutch, English, French, German, Portuguese and Spanish; 6057 people with rheumatic diseases participated. Single and multiple group confirmatory factor analyses were used to test the factorial structure and measurement invariance of the 3*I with Mplus.ResultsThe model with strong measurement invariance, that is, equal factor loadings and thresholds (distribution cut-points) across gender and rheumatic disease (fibromyalgia vs other rheumatic diseases) had the best fit estimates for the Dutch version, and good fit estimates across the six language versions.ConclusionsThe 3*I showed measurement invariance across gender, rheumatic disease and language. Therefore, it is appropriate to compare and pool scores of the 3*I across groups. Future research may use the questionnaire to examine antecedents and consequences of invalidation as well as the effect of treatments targeting invalidation.

scholarly journals Clarifying Misconceptions and Misrepresentations in Achievement Goal Research in Sport: A Response to Harwood, Hardy, and Swain

2001 ◽  
Vol 23 (4) ◽  
pp. 317-329 ◽  
Author(s):  
Darren C. Treasure ◽  
Joan L. Duda ◽  
Howard K. Hall ◽  
Glyn C. Roberts ◽  
Carol Ames ◽  
...  
Keyword(s):  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Theory ◽  
Goal Theory ◽  
Theoretical Frameworks ◽  
Task Involvement ◽  
Present Response ◽  
The Relationship ◽  
The Way

In a recent article, Harwood, Hardy, and Swain (2000) presented what they termed a critical analysis of the conceptualization and measurement of achievement goals in sport. The purpose of the present article is to challenge their interpretation of achievement goal theory and to question many of their subsequent recommendations. Specifically, the present response will focus on Harwood et al.’s (a) interpretation of Nicholls’ personal theories of achievement; (b) their contention that task involvement cannot exist in competitive sport; (c) the proposed tripartite conceptualization of goal involvement states; (d) their understanding of the relationship between the way an individual conceptualizes ability and the foundation of dispositional goal orientations; and (e) their criticisms of the way dispositional goal orientations have been measured in sport. Theoretical frameworks are always a work in progress. To this end, we concur with the spirit of Harwood et al.’s article which implies that our conceptual models should be continuously questioned, tested, and extended. However, we believe their interpretation and recommendations do little to enhance our conceptual understanding of achievement goal theory in sport.

Designing Multimedia to Trace Goal Setting in Studying

2009 ◽  
pp. 288-311 ◽  
Author(s):  
Mingming Zhou
Keyword(s):  
Goal Orientation ◽  
Empirical Studies ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Alternative Methods ◽  
Future Research ◽  
Achievement Goal Orientation ◽  
Goal Theory ◽  
Motivational Constructs ◽  
Motivation And Learning

We suggest that multimedia environments can benefit from learning as well as offer significant capacity to serve as research purposes. Because motivational processes can support or inhibit complex learning, we first review current hypermedia learning models by specifically focusing on how they integrate motivational elements into their frameworks. Following our observation of a gap in the way motivational constructs (e.g., achievement goal orientation) are operationally defined, we suggest alternative methods, called traces, which make these latent constructs visible and measurable. The goal-tracing methodology we describe draws on achievement goal theory and extensive empirical studies in various settings. Using it, we treat learners’ use of cognitive tools as traces that express their goal orientations. By applying data mining techniques to these data, we show how it is possible to identify goal patterns together with study tactic patterns. We propose that future research can benefit substantially by merging trace methodologies with other methods for gathering data about motivation and learning.

Exploring Cross-Cultural and Gender Differences in Test Anxiety Among U.S. and Canadian College Students

2017 ◽  
Vol 37 (1) ◽  
pp. 112-118 ◽  
Author(s):  
Patricia A. Lowe
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Test Anxiety ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Multidimensional Measure ◽  
Multiple Dimensions ◽  
Confirmatory Factor ◽  
And Gender ◽  
College Student Population

Existing measures of test anxiety used with the college student population are old with old norms and old items, and they do not capture the multiple dimensions of the test anxiety construct or assess facilitating anxiety. In the present study, the validity of the scores of a new, multidimensional measure of test anxiety with a facilitating component, the Test Anxiety Measure for College Students (TAM-C) was examined in a sample of 1,344 Canadian and U.S. college students. Tests of measurement invariance were performed across culture and gender on the TAM-C and cultural and gender differences were explored. The results of multigroup confirmatory factor analyses across culture and gender supported strong invariance on the TAM-C. Latent mean analyses were also conducted and cultural and gender differences were found on the TAM-C. Although additional research is needed, the TAM-C appears to be a promising new measure for use with Canadian and U.S. college students.

Sign in / Sign up

Export Citation Format

Share Document