Measuring a Mastery Goal Structure Using the TARGET Framework

2017 ◽  
Vol 225 (1) ◽  
pp. 64-75 ◽  
Author(s):  
Marko Lüftenegger ◽  
Ulrich S. Tran ◽  
Lisa Bardach ◽  
Barbara Schober ◽  
Christiane Spiel
Keyword(s):  
Achievement Goals ◽  
Structure Questionnaire ◽  
Goal Structure ◽  
Measurement Instruments ◽  
School Students ◽  
Mastery Goals ◽  
Mastery Goal ◽  
Implicit Theory Of Intelligence ◽  
Classroom Structures ◽  
Approach Goals

Abstract. In prior research, goal structures have been measured as macroscopic and holistic constructs referring to all activities in the classroom setting associated with learning and performing on a meta-level. A more comprehensive approach for identifying concrete classroom structures that should foster students’ mastery goals is provided by the multidimensional TARGET framework with its six instructional dimensions (Task, Autonomy, Recognition, Grouping, Evaluation, Time). However, measurement instruments assessing students’ perceptions of all TARGET dimensions are largely lacking. The main aim of this study was to develop and validate a new student questionnaire for comprehensive assessment of the perceived TARGET classroom structure (the Goal Structure Questionnaire – GSQ). Scales were constructed using a rational-empirical strategy based on classical conceptions of the TARGET dimensions and prior empirical research. The instrument was tested in a study using a sample of 1,080 secondary school students. Findings indicate that the scales are reliable, internally valid, and externally valid in terms of relationships with students’ achievement goals. More concretely, analyses revealed that the TARGET mastery goal structure positively predicts mastery goals, performance approach goals, and an incremental implicit theory of intelligence. No associations were found with performance avoidance goals.

scholarly journals Achievement goals and perfectionism of high school students

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 517-534 ◽  
Author(s):  
Milica Milojevic ◽  
Snezana Stojiljkovic ◽  
Jelisaveta Todorovic ◽  
Kristina Kasic
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
School Students ◽  
Parental Criticism ◽  
Mastery Goals ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP) and Test of achievement goals (TCP). The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

scholarly journals Performance-approach goals: the operationalization makes the difference

2020 ◽  
Author(s):  
Linda Wirthwein ◽  
Ricarda Steinmayr
Keyword(s):  
Achievement Goals ◽  
Mother Tongue ◽  
Well Being ◽  
Self Concept ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
School Grades ◽  
Confirmatory Factor ◽  
The Difference ◽  
Approach Goals

AbstractThe operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.

Junior high school students’ achievement goals, social goals, and self-reported persistence in physical education settings

2019 ◽  
Vol 26 (1) ◽  
pp. 218-230 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Xiaofen D Keating ◽  
William M Land
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Achievement Goals ◽  
Junior High ◽  
Social Goals ◽  
School Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals

This study utilized a 2 × 2 achievement goal model to explore a relationship between achievement goals and social goals, and how these goals are associated with junior high school students’ self-reported persistence toward physical activities. A total of 246 students from four junior high schools participated in the study. The results revealed that mastery-approach goals, social responsibility goals, and performance-approach goals were significantly positive predictors of persistence, whereas mastery-avoidance goals, performance-avoidance goals, and social relationship goals were not significant predictors of persistence. Additionally, girls scored significantly higher values on social relationship, social responsibility, and mastery-avoidance goals than boys, whereas boys reported significantly higher values on performance-approach goals than girls. Findings provide empirical support to the view that both achievement goals and social goals should be used to examine student motivation and achievement in junior high school physical education settings while considering gender differences.

Personal Achievement Goals, Learning Strategies, and Perceived IT Affordances

2021 ◽  
Author(s):  
Saggi Nevo ◽  
Dorit Nevo ◽  
Alain Pinsonneault
Keyword(s):  
Learning Strategies ◽  
Achievement Goals ◽  
Personal Goals ◽  
Surface Processing ◽  
Mastery Goals ◽  
Organizational Information ◽  
Effort Regulation ◽  
Processing Effort ◽  
Approach Goals ◽  
Avoidance Goals

What people perceive when they interact with technologies are not the features and functionalities of the technology but rather the behaviors it affords them. Affordance perception determines how organizational information technology (IT) is used by employees and the benefits they provide to organizations and their members. In this article, we explain how employees who pursue different personal goals and use various learning strategies come to perceive different IT affordances. We identify three distinct pathways: (1) performance-avoidance goals are positively associated with surface processing, which leads to perceptions of common in-role IT affordances; (2) performance-approach goals are positively associated with surface processing and effort regulation and these learning strategies lead to perceptions of common and specialized in-role IT affordances; and (3) mastery goals are associated with deep processing, effort regulation, and peer learning, which are positively associated with perceptions of specialized in-role and extra-role IT affordances. By identifying the different pathways to perceived affordances, the article identifies potential interventions that can help managers steer employees toward certain affordances and away from other, less desirable affordances.

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.

scholarly journals The Effects of Social Achievement Goals on Social Withdrawal in Middle School Students: The Mediating Effect of Self-Efficacy

2021 ◽  
Vol 42 (4) ◽  
pp. 491-504
Author(s):  
Ye Rim Kim ◽  
Ju Hee Park
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Social Withdrawal ◽  
Social Performance ◽  
School Students ◽  
Mastery Goal ◽  
The Social ◽  
Social Achievement

Objectives: The purpose of this study was to examine the mediating effect of self-efficacy in the relationship between social achievement goals (mastery goal, performance-approach goal, and performance-avoid goal) and social withdrawal among middle school students.Methods: The participants in this study were 325 middle school students, ranging from first to third grade from seven middle schools. The data were analyzed using descriptive statistics and Pearson’s correlation coefficients were calculated. Structural Equation Modeling (SEM) was also used to investigate the mediating model.Results: The results of this study were as follows. First, the level of the social mastery goal and social performance-approach goal decreased students’ social withdrawal, and the level of the social performance-avoid goal increased it. Second, the level of the social mastery goal increased self-efficacy, whereas the level of social performance-avoid goal decreased it. The level of self-efficacy had a significantly negative influence on middle school students’ social withdrawal. Further, the level of self-efficacy partially mediated the relationship between the social mastery goal and social withdrawal, and between the social performance-avoid goal and social withdrawal.Conclusion: In conclusion, the higher the level of social mastery goal, the higher the level of self-efficacy, and the lower the level of social performance-avoid goal, the higher the level of self-efficacy, and, consequently, the lower the level of social withdrawal. These outcomes suggest that it would be helpful to change the type of social achievement goals and that improving the level of self-efficacy of middle school students would contribute to reducing their social withdrawal.

Achievement Goals and Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

2008 ◽  
Vol 27 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Predictive Power ◽  
Empirical Support ◽  
Achievement Goal ◽  
Mastery Goals ◽  
8Th Graders ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

Effects of gender stereotypes on performance in mathematics: A serial multivariable mediation model

2016 ◽  
Vol 44 (6) ◽  
pp. 943-952 ◽  
Author(s):  
Jingjing Song ◽  
Bin Zuo ◽  
Lei Yan
Keyword(s):  
High School ◽  
High School Students ◽  
Gender Stereotypes ◽  
Achievement Goals ◽  
Mathematics Performance ◽  
Male Students ◽  
School Students ◽  
And Performance ◽  
And Mathematics ◽  
Approach Goals

We aimed to determine how gender stereotypes about mathematics affect high school students' performance in this subject through examining the multiple mediating roles of competence belief, type of achievement goal, and effort. Chinese high school students (N = 267) completed measures to assess their gender stereotypes, competence belief, achievement goals, effort, and performance in mathematics. The results of a serial multivariable mediation analysis partly supported the idea that competence belief, achievement goals, and effort act as mediators in the relationship between gender stereotypes and mathematics performance. Specifically, gender stereotypes about mathematics had a negative direct and indirect effect on Chinese female students' mathematics performance: the girls with a stronger gender stereotype were serially associated with less competence belief, lower performance-approach goals, and less effort, all of which, in turn, were associated with poorer performance in mathematics. However, gender stereotypes about mathematics did not predict the level of Chinese male students' performance at mathematics. The theoretical and practical implications of these findings are discussed.

Reacties van leidinggevenden op radicale creatieve ideeën van medewerkers

2015 ◽  
Vol 28 (2) ◽  
Author(s):  
Roy B.L. Sijbom ◽  
Onne Janssen ◽  
Nico W. van Yperen
Keyword(s):  
Boundary Conditions ◽  
Achievement Goals ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Mastery Goal ◽  
Underlying Mechanisms ◽  
Practical Implications ◽  
Better Than

Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals We review three articles in which we examined how leaders’ achievement goals affect their reactions to creative ideas voiced by their employees. Across a series of studies, we expected and found that leaders pursuing performance goals (to do better than others) tend to be less receptive and more opposing to voiced creative ideas than leaders pursuing mastery goals (to do better than they did before). We also present and discuss our findings on the underlying mechanisms that can clarify why performance goal leaders react differently than mastery goal leaders as well as the boundary conditions under which performance goal leaders respond in similar ways to mastery goal leaders. We conclude that leaders’ achievement goals affect their reactions to voiced creative ideas and discuss the practical implications for leaders and organizations to get the most out of upward creative input.

scholarly journals The Development of Achievement Goals throughout College: Modeling Stability and Change

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Brent Donnellan ◽  
Ryan Bowles
Keyword(s):  
Achievement Goals ◽  
Rank Order ◽  
Personality Development ◽  
The Other ◽  
Mastery Goals ◽  
Stability And Change ◽  
Level Change ◽  
Approach Goals ◽  
Goal Change ◽  
Latent Difference Score

Emerging adulthood, defined for many by the college years, is an active period of personality development; less is known about goal change during these years. We investigated stability and change in the 2 × 2 model of achievement goals over 4 years (N = 527). We evaluated rank-order stability and mean-level change, and tested goal coupling hypotheses—the idea that early changes in goals predict later change in other goals—using multivariate latent difference score models. Achievement goals showed moderate rank-order stability over 4 years. Three of four goals demonstrated small normative declines, excepting performance approach goals. A change in mastery approach goals was associated with levels of the other three goals; these goals jointly acted to slow the decline of mastery goals. Trajectories for the other three goals were largely independent. Results suggest that goals are relatively stable individual differences during the college years.

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