Predicting test anxiety using the 3x2 achievement goal model

2021 ◽  
pp. 1-11
Author(s):  
Christopher L. Thomas
Keyword(s):  
Test Anxiety ◽  
Achievement Goal ◽  
Goal Model

scholarly journals The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

2020 ◽  
pp. 1356336X2097132
Author(s):  
Sarah Danthony ◽  
Nicolas Mascret ◽  
François Cury
Keyword(s):  
Physical Education ◽  
Test Anxiety ◽  
Perceived Control ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
General Test ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Negative Factors

The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

Factor structure and predictive utility of the 2×2 achievement goal model in a sample of Taiwan students

2011 ◽  
Vol 21 (4) ◽  
pp. 432-437 ◽  
Author(s):  
Yu-Tzu Chiang ◽  
Yu-Chen Yeh ◽  
Sunny S.J. Lin ◽  
Fang-Ming Hwang
Keyword(s):  
Factor Structure ◽  
Achievement Goal ◽  
Predictive Utility ◽  
Goal Model

Achievement Goals and Their Relations to Children’s Disruptive Behaviors in an After-School Physical Activity Program

2010 ◽  
Vol 29 (3) ◽  
pp. 278-294 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang ◽  
Ron McBride
Keyword(s):  
Physical Activity ◽  
Achievement Goals ◽  
Disruptive Behaviors ◽  
Achievement Goal ◽  
After School ◽  
Goal Model ◽  
Mastery Goal ◽  
Activity Program ◽  
And Performance ◽  
Avoidance Goals

This study used a trichotomous achievement goal model to explore and describe what actually happened in terms of students’ achievement goals and disruptive behaviors in an after-school physical activity program. Participants included 158 students in grades 3–6. They completed questionnaires assessing their achievement goals and disruptive behaviors. Nine of the participants were also selected and observed for disruptive behaviors. Students reported higher scores on the mastery goal than they did on the performance-approach and performance-avoidance goals. The mastery goal was negatively related to students’ self-reported low engagement, whereas the performance-approach and performance-avoidance goals were positively related to students’ self-reported disruptive behaviors. Overall, findings of the study provide empirical support for the trichotomous achievement goal model as a viable theoretical framework in the study of students’ disruptive behaviors in after-school physical activity settings.

scholarly journals Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement

2019 ◽  
Vol 13 ◽  
Author(s):  
Mingming Zhou ◽  
Olusola O. Adesope ◽  
Philip H. Winne ◽  
John C. Nesbit
Keyword(s):  
Goal Orientations ◽  
Achievement Goal ◽  
Epistemic Beliefs ◽  
Achievement Goal Orientations ◽  
Learning Beliefs ◽  
Goal Model ◽  
Achievement Data ◽  
Low Performance ◽  
Motivation And Learning ◽  
And Task

Abstract We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achievement. Data collected during an undergraduate course were analyzed using a clustering technique. Using the 2 × 2 goal model (Elliot & McGregor, 2001), we identified five achievement goal profiles. Our findings suggest the interaction of goal orientations supports varying interpretations of students’ motivation and learning beliefs. Although no statistically significant differences in achievement were found across clusters, a High-Approach-Low-Avoidance cluster displayed an adaptive profile that was most positive towards learning and self but least anxious about exams. In contrast, a Performance-Avoidance-Dominant cluster demonstrated a maladaptive pattern of lowest self-efficacy and task value, and higher anxiety. Further, High-Approach-Low-Avoidance and Low-Performance-Avoidance clusters recognized that knowledge is not simple and authority could be questioned, compared to the other groups.

scholarly journals Structural Relationships of Factors Which Impact on Learner Achievement in Online Learning Environment

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Tami Im ◽  
Minseok Kang
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Test Anxiety ◽  
Self Efficacy ◽  
Self Regulation ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Structural Relationships

The purpose of this study is to identify relationships of learners’ achievement goal orientation, self-regulation, test-anxiety, self-efficacy, participation, satisfaction, and achievement in online learning environments in Korea. A total of 1,832 student responses from a Korean cyber university were used to find structural relationships of factors. Causal relationships among various variables are provided as results of this study. Achievement goal orientation –approach, self-regulated learning, test-anxiety, and self-efficacy, were positively related to participation; however, achievement goal orientation-avoidance was negatively related to participation. Test-anxiety was directly related to learning achievement and it was found that participation affected learning satisfaction and learning achievement. It was also revealed that learning satisfaction was related to learning achievement. Results of this study suggest that a comprehensive management of learners’ psychological variables, such as achievement goal orientation, self-regulation, test-anxiety, self-efficacy for designing, and managing online learning environments is important to online learning organizations, instructors, and administrators for better learner support.

scholarly journals Back to the roots: The 2 × 2 standpoints and standards achievement goal model

2019 ◽  
Vol 72 ◽  
pp. 92-102 ◽  
Author(s):  
R.M. Korn ◽  
A.J. Elliot ◽  
M. Daumiller
Keyword(s):  
Achievement Goal ◽  
Goal Model
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