Love and mastery: Contingent regard and the compulsive regulation of mastery goals

2007 ◽  
Author(s):  
Ryan D. Acuff ◽  
Guy Roth ◽  
Arlen C. Moller ◽  
Edward L. Deci
Keyword(s):  
Mastery Goals

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.

scholarly journals Goal Setting and Action Planning for Health Behavior Change

2017 ◽  
Vol 13 (6) ◽  
pp. 615-618 ◽  
Author(s):  
Ryan R. Bailey
Keyword(s):  
Health Behavior ◽  
Behavior Change ◽  
Goal Setting ◽  
Action Planning ◽  
Health Behavior Change ◽  
Actual Behavior ◽  
Mastery Goals ◽  
Avoidance Goals ◽  
Goal Characteristics ◽  
Selection Of

Health behavior change is challenging for most individuals, but there are many strategies that individuals can use to facilitate their behavior change efforts. Goal setting is one such strategy that assists individuals to identify specific behaviors to change and how to go about doing so. For many, however, simply setting a goal seldom leads to actual behavior change. For some, identifying an appropriate goal is difficult, while for others, putting goals into action is the roadblock. Two strategies may be of assistance for setting and achieving goals. First, consideration of key goal characteristics (eg, approach vs avoidance goals, performance vs mastery goals, level of difficulty) may result in selection of more appropriate and feasible goals. Second, action planning can help individuals put goals into action. Clinicians can help patients utilize these strategies to set and achieve goals for health behavior change.

Achievement Goals in Music Contexts: A Review of Literature

2019 ◽  
Vol 38 (2) ◽  
pp. 10-19
Author(s):  
Leonard Tan ◽  
Hui Xing Sin
Keyword(s):  
Music Education ◽  
Achievement Goals ◽  
Motivational Climate ◽  
Music Educators ◽  
Research Literature ◽  
Review Of Literature ◽  
Mastery Goals ◽  
Domain Specific ◽  
Motivational Climates ◽  
Mastery Approach

The purpose of this article was to review and synthesize the research literature on achievement goals in music contexts. It is structured in four parts: (a) adaptive dispositions and outcomes, (b) motivational climate, (c) music and other domains, and (d) implications for music education. Researchers have found that learners who endorse mastery goals, in particular, mastery-approach ones, also tend to possess a range of adaptive dispositions. Music educators may therefore consider creating motivational climates that foster mastery goals. Achievement goals have also been found to be largely domain specific. Based on the review, implications for music education are offered.

Achievement Goals and Intrinsic Motivation: A Meta-Analytic Review

1999 ◽  
Vol 3 (4) ◽  
pp. 326-344 ◽  
Author(s):  
Laird J. Rawsthorne ◽  
Andrew J. Elliot
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Significant Variation ◽  
Meta Analysis ◽  
Empirical Work ◽  
Experimental Literature ◽  
Mastery Goals ◽  
Conceptual Clarity ◽  
Analytic Review ◽  
Undermining Effect

This article presents a meta-analysis of the experimental literature that has examined the effect of performance and mastery achievement goals on intrinsic motivation. Summary analyses provided supportfor the hypothesis that the pursuit ofperformance goals has an undermining effect on intrinsic motivation relative to the pursuit of mastery goals. Moderator analyses were conducted in an attempt to explain significant variation in the magnitude and direction of this effect across studies. Results indicated that the undermining effect ofperformance goals relative to mastery goals was contingent on whether participants received confirming or nonconfirming competence feedback, and on whether the experimental procedures induced a performance-approach or performance-avoidance orientation. These findings provide conceptual clarity to the literature on achievement goals and intrinsic motivation and suggest numerous avenues for subsequent empirical work.

Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals

2005 ◽  
Vol 96 (3) ◽  
pp. 681-689 ◽  
Author(s):  
Frank W. Wicker ◽  
Douglas Hamman ◽  
Joylynn H. Reed ◽  
Erin J. McCann ◽  
Jeannine E. Turner
Keyword(s):  
Positive Affect ◽  
Goal Orientation ◽  
Academic Goals ◽  
Mastery Goals ◽  
Goal Difficulty ◽  
Extrinsic Goals ◽  
Intrinsic Goals ◽  
Affective Value ◽  
Relative Salience ◽  
Extrinsic Goal

We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goals were more positive than performance goals, but these differences vanished if goals were also perceived as difficult. Results were consistent with goal-orientation theories and suggest the usefulness of integrating incentive-attribute concepts with goal-orientation theories.

Fantasy as a Driving Force: Relations Between Fantasy and Motivation in Children

2017 ◽  
Vol 38 (3) ◽  
pp. 250-267 ◽  
Author(s):  
Eva V. Hoff ◽  
Alexandra Ekman ◽  
Anna Kemdal Pho
Keyword(s):  
Goal Orientation ◽  
Driving Force ◽  
Teaching And Learning ◽  
Fifth Grade ◽  
Mastery Goals ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Motivational Style ◽  
Avoidance Goals ◽  
The Relationship

The relationship between children’s fantasy involvement and motivational style at school was investigated. Participants were 95 Swedish children in third to fifth grade (9–11 years). Fantasy involvement was measured with the Children’s Fantasy Inventory and motivation in the classroom was measured with the Goal Orientation Scales. Results revealed that being highly imaginative was related to higher mastery goal orientation. Among the two subscales with positive fantasy content, one—fanciful and happy fantasies—was connected to mastery goals. Among the two negative fantasy scales one—scary daydreams and attention lapses—was linked to avoidance goals. An implication of the results for teaching and learning situations is that fantasy involvement may function as a resource for motivating students.

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