A person-centered investigation of academically-productive procrastination: Relations to self-doubt, concern with performance, and mastery-approach goals

2011 ◽  
Author(s):  
Stephanie V. Wormington ◽  
Erin Westgate ◽  
Aaron Call ◽  
Amelia Harati ◽  
Hannah Moshontz ◽  
...  
Keyword(s):  
Approach Goals ◽  
Mastery Approach

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.

College Students’ Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

2015 ◽  
Vol 34 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Xiaoxia Su ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Goal Orientation ◽  
Female Students ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Activity Class ◽  
Male And Female ◽  
Approach Goals ◽  
Mastery Approach

The current study examined the measurement invariance across 361 male and female college students’ 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students’ scores were fully invariant at the configural, metric, and scalar levels. Multigroup SEM analyses revealed that mastery-approach goals positively predicted intrinsic regulation and identified regulation. It also revealed that performance-approach goal was a stronger predictor of external regulation among female students than among male students. Collectively, these results provide evidence that researchers can make valid inferences about differences in achievement goal and self-regulation scores across male and female students. This study also supports the view that mastery-approach goals are motivationally beneficial, especially among female students, in college physical activity class settings.

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.

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.

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>

scholarly journals Understanding Smallholder Farmers’ Intention to Adopt Agricultural Apps: The Role of Mastery-Approach and Innovation Hubs

2020 ◽  
Author(s):  
Janet Molina-Maturano* ◽  
Nele Verhulst ◽  
Juan Tur-Cardona ◽  
David Güereña ◽  
Andrea Gardeazábal-Monsalve ◽  
...  
Keyword(s):  
Decision Support ◽  
Financial Incentives ◽  
Structural Equation ◽  
Smallholder Farmers ◽  
Group Analysis ◽  
Adoption Decision ◽  
Intention To Adopt ◽  
Use Of Technology ◽  
Approach Goals ◽  
Mastery Approach

While current studies have focused on adoption and the relevant content of the app to become a decision support system, very few studies have focused on the farmer's intention and initial decision to adopt. Based on a survey of 394 smallholder farmers this study investigated Mexican farmers&rsquo; willingness to adopt an agricultural advice app. A Structural Equation Modelling approach, based on the Unified Theory of Acceptance and Use of Technology (UTAUT) was applied. To understand farmers&rsquo; adoption decision, extended constructs were studied (e.g. mastery-approach goals) along with farmers&rsquo; age and participation in an innovation hub. Results showed that the intention to adopt the app is predicted by how farmers believe that technical infrastructure exists and by the expectation of the farmers using the app to acquire new knowledge. The multi-group analysis revealed that performance expectancy is a relevant predictor of the intention to adopt, whereas the mastery-approach goal is relevant only for younger and farmers not connected to the innovation hub. The results may well be a baseline to research further suitable non-financial incentives for different farmers&rsquo; groups, then encourage initial adoption and enhance uptake. The findings are useful for practitioners and app developers designing digital decision support tools.

scholarly journals WORK ETHIC AND MOTIVATION OF ACHIEVEMENT

2019 ◽  
Vol 24 (3) ◽  
Author(s):  
Damian Grabowski ◽  
◽  
Agata Chudzicka-Czupała ◽  
Żaneta Rachwaniec-Szczecińska ◽  
Keyword(s):  
Work Ethic ◽  
Avoidance Performance ◽  
Approach And Avoidance ◽  
Mastery Goals ◽  
Self Reliance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The article presents the mutual relations between the components of work ethic and achievement goals: mastery- approach, mastery-avoidance, performance-approach, and performance-avoidance goals. Work ethic was presented as a syndrome of the following attitudes: 1) perceiving work as a moral value, 2) treating work as a central value in life, and 3) the belief in the importance of hard work that leads to success. This ethic also consists of the following components: 4) unwillingness to waste time, 5) disapproval of spare time (anti-leisure), 6) willingness to delay gratification, 7) willingness to act honestly at work (morality/ethic), and 8) being independent (self-reliance). The research conducted on the sample of 206 employees showed that the dimensions of work ethic are related the most strongly, average and positively to mastery-approach goals but weakly to mastery-avoidance. Performance- approach and performance-avoidance goals correlate positively with only two dimensions: self-reliance and the belief in the importance of hard work. Morality is negatively related to performance goals (approach and avoidance). Being independent (self-reliance) correlates positively but weakly with mastery goals (approach and avoidance). The results show clearly that work ethic is associated with mastery-approach goals. A person who assesses work high, aspires to reach the standard of mastery and it is the motivation that relies mainly on aspiration. Key words: work ethic, achievement motivation, achievement mastery goals, goals

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