Factors related to Taiwanese adolescents’ academic engagement and achievement goal orientations

2020 ◽  
pp. 1-27
Author(s):  
Shu-Shen Shih
Keyword(s):  
Academic Engagement ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations

Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations

2019 ◽  
Vol 40 (5) ◽  
pp. 456-473 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Nansook Park
Keyword(s):  
Indirect Effects ◽  
Academic Engagement ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Emotional Engagement ◽  
Achievement Goal Orientations ◽  
Approach Goals ◽  
Intermediate Variables ◽  
Mastery Approach

Perceptions of kindness at school have been linked to a few positive psychological outcomes including optimism, happiness, life satisfaction, and social goals. However, limited evidence has been generated on how kindness relates to academic-related outcomes. This study explored the association of perceived school kindness with different domains of academic engagement. It also examined whether school kindness would have indirect effects on engagement outcomes via the intermediate variables – achievement goal orientations (i.e., mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals). Results showed that school kindness was positively correlated to agentic, behavioral, cognitive, and emotional engagement. Bias-corrected bootstrapping analyses demonstrated that perceived school kindness had indirect effects on behavioral engagement and cognitive engagement via the intermediate variables, approach goals. While mastery-approach goals mediated the link between perceived school kindness and emotional engagement, performance-approach goals mediated the association of perceived school kindness with agentic engagement. Theoretical and practical implications of the findings are discussed.

Relations Between Achievement Goal Orientations and Math Achievement in Primary Grades: A Follow‐Up Study

2010 ◽  
Vol 54 (3) ◽  
pp. 295-312 ◽  
Author(s):  
Katrin Mägi ◽  
Marja‐Kristiina Lerkkanen ◽  
Anna‐Maija Poikkeus ◽  
Helena Rasku‐Puttonen ◽  
Eve Kikas
Keyword(s):  
Math Achievement ◽  
Primary Grades ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Follow Up Study

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

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