Approach–Avoidance Goals and Active–Passive Self-Regulation Styles in Homicide Offending: A Pathways Analysis

2013 ◽  
Vol 20 (4) ◽  
pp. 590-607
Author(s):  
D.G. Gilligan ◽  
C.J. Lennings
Keyword(s):  
Self Regulation ◽  
Pathways Analysis ◽  
Approach Avoidance ◽  
Avoidance Goals

scholarly journals Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective

2009 ◽  
Vol 28 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Victoria E. Warburton ◽  
Christopher M. Spray
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Critical Time ◽  
Perceived Competence ◽  
Achievement Goal ◽  
Approach Avoidance ◽  
Goal Adoption ◽  
Mastery Avoidance ◽  
Avoidance Goals

The purpose of this study was to examine the temporal pattern of pupils’ approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils’ year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents’ motivation in school physical education.

scholarly journals Approach-avoidance goals and relationship problems, communication of stress, and dyadic coping in couples

2017 ◽  
Vol 41 (5) ◽  
pp. 576-590 ◽  
Author(s):  
Monika Kuster ◽  
Sabine Backes ◽  
Veronika Brandstätter ◽  
Fridtjof W. Nussbeck ◽  
Thomas N. Bradbury ◽  
...  
Keyword(s):  
Dyadic Coping ◽  
Relationship Problems ◽  
Approach Avoidance ◽  
Avoidance Goals

The curvilinear relationship between within-person creative self-efficacy and individual creative performance: the moderating role of approach/avoidance motivations

2020 ◽  
Vol 49 (9) ◽  
pp. 2073-2091
Author(s):  
Ci-Rong Li ◽  
Yanyu Yang ◽  
Chen-Ju Lin ◽  
Ying Xu
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Curvilinear Relationship ◽  
Creative Performance ◽  
Content Type ◽  
Avoidance Motivation ◽  
Level Model ◽  
Approach Avoidance ◽  
Creative Self

PurposeThis research adopts a dynamic self-regulation framework to test whether there is a curvilinear relationship between creative self-efficacy and individual creative performance at the within-person level. Furthermore, to establish a boundary condition of the predicted relationship, the authors build a cross-level model and examine how approach motivation and avoidance motivation moderate the complex relationship between creative self-efficacy and individual creative performance.Design/methodology/approachTo obtain results from a within-person analysis, the authors collect multi-source data from 125 technicians who provided monthly reports over an 8-month period.FindingsThe authors find evidence of an inverted U-shaped relationship between creative self-efficacy and individual creative performance at the within-person level and differential moderating effects of approach/avoidance motivations.Originality/valueThis study is one of the first to challenge the assumption that creative self-efficacy always has a positive linear relationship with creativity. It provides a more complete view of the complex pattern between creative self-efficacy and creativity at the within-person level.

scholarly journals Academic Goals and Learning Quality in Higher Education Students

2009 ◽  
Vol 12 (1) ◽  
pp. 96-105 ◽  
Author(s):  
Antonio Valle ◽  
José C. Núñez ◽  
Ramón G. Cabanach ◽  
Julio A. González-Pienda ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Self Regulation ◽  
Learning Goals ◽  
Task Orientation ◽  
Academic Goals ◽  
Academic Tasks ◽  
Work Avoidance ◽  
And Performance ◽  
Quality In Higher Education ◽  
Approach Goals ◽  
Avoidance Goals

In this paper, the relations between academic goals and various indicators that define the quality of the learning process are analyzed. The purpose was to determine to what extent high, moderate, or low levels of academic goals were positively or negatively related to effort regulation, the value assigned to academic tasks, meta-cognitive self-regulation, self-efficacy, beliefs about learning control, and management of time and study environment. The investigation was carried out with a sample of 632 university students (70% female and 30% male) and mean age of 21.22 (SD=2.2).The results show that learning goals, or task orientation, are positively related to all the indictors of learning quality considered herein. Although for other kinds of goals—work-avoidance goals, performance-approach goals, and performance-avoidance goals—significant relations were not found with all the indicators, there was a similar tendency of significant results in all cases; the higher the levels of these goals, the lower the levels of the indicators of learning quality.

Adapting to Frequent Changes: The Roles of Job Crafting and Personal Needs

2021 ◽  
pp. 002188632110260
Author(s):  
Lu Chen ◽  
Kaixuan Tang
Keyword(s):  
Self Regulation ◽  
Negative Relationship ◽  
Job Crafting ◽  
Matched Sample ◽  
Approach And Avoidance ◽  
Transactional Theory ◽  
Approach Avoidance ◽  
The Relationship ◽  
Practical Implications ◽  
Human Connection

Drawing on the transactional theory of stress and self-regulation theory, we propose a conceptual framework to examine how change frequency relates to approach or avoidance adaptations. Multiwave, multisource data from a matched sample of 424 subordinates and their supervisors indicate that (a) approach and avoidance crafting mediates the negative relationship between change frequency and adaptivity, (b) the need for human connection weakens the relationship between change frequency and approach–avoidance crafting, (c) the need for control strengthens the relationship between change frequency and approach–avoidance crafting, and (d) change frequency has a weakened (strengthened) indirect effect on adaptivity via approach crafting and avoidance crafting when employees have a high need for human connection (control). This study expands the research on job crafting and adaptivity and provides practical implications for organizations undergoing or soon to undergo changes.

scholarly journals What doesn’t kill you, …: Means for avoidance goal pursuit are less enjoyable than means for approach goal pursuit

2018 ◽  
Author(s):  
Marie Hennecke
Keyword(s):  
Self Regulation ◽  
Goal Pursuit ◽  
Personal Goals ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Avoidance Goal

Personal goals can be directed towards approaching positive states (approach goals) or towards avoiding negative states (avoidance goals). Little is known about whether people experience the means they deploy (e.g., goal-conducive activities and objects) for approach goal pursuit in the same way they experience the means for avoidance goal pursuit. Three studies show that the means that people consider effective for their avoidance goals are experienced as less enjoyable than the means they consider effective for their approach goals (Study 1), that people consider unenjoyable means as more instrumental for avoidance than for approach goals and enjoyable means as more instrumental for approach than for avoidance goals (Study 2), and that there is a fit effect causing higher ratings of means effectiveness if a given means instrumentality for either approach or avoidance goals matches the intrinsic enjoyment of this means, that is when an enjoyable means is instrumental for an approach goal or a non-enjoyable means is instrumental for an avoidance goals (“fit” conditions) as opposed to when a non-enjoyable means is instrumental for an approach goal or an enjoyable means is instrumental for an avoidance goal (“non-fit” conditions) (Study 3). I discuss potential mechanisms, as well as consequences for means choice and self-regulation more broadly.

scholarly journals Day-to-day fluctuations in students’ academic success: The role of self-regulation, working memory, and achievement goals

2021 ◽  
Author(s):  
Friederike Blume ◽  
Andrea Schmidt ◽  
Judith Dirk ◽  
Florian Schmiedek
Keyword(s):  
Working Memory ◽  
Academic Success ◽  
Achievement Goals ◽  
Self Regulation ◽  
Report Card ◽  
Learning Goals ◽  
After School ◽  
Report Card Grades ◽  
Avoidance Goals

Self-regulation has been shown to be positively associated with school performance. Additionally, interrelations between self-regulation, working memory (WM), and achievement goals, in particular learning goals, have been established, as well as their associations with academic outcomes. It stands to reason that self-regulation, WM, and achievement goals are related on a day-to-day level, with implications for daily and long-term academic success. However, previous research largely considered between-person differences. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and long-term academic success. Data were obtained through smartphone-based ambulatory assessments of 108 students (Mage=10.12, SDage=0.45) across 20 school days. Students reported about daily achievement goals prior to, daily self-regulation at, and daily academic success after school. Additionally, they informed about their report card grades at the end of the school year. Daily WM was assessed through two updating tasks at school. Results showed positive associations between daily learning goals (but neither performance-approach nor performance-avoidance goals), daily self-regulation, and WM. Together, daily learning goals and self-regulation uniquely contributed to daily academic success, while WM, performance-approach, and performance-avoidance goals did not. Average levels of WM, but neither achievement goals, nor self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes on between- and within-person levels. Further theoretical and practical implications are discussed.

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