Effects of a Motivational Climate Intervention for Coaches on Changes in Young Athletes’ Achievement Goal Orientations

2007 ◽  
Vol 1 (1) ◽  
pp. 23-46 ◽  
Author(s):  
Frank L. Smoll ◽  
Ronald E. Smith ◽  
Sean P. Cumming
Keyword(s):  
Goal Orientation ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Achievement Goal ◽  
Control Group ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Orientation Scores ◽  
Motivational Climates ◽  
Mastery Motivational Climate

Mastery-oriented motivational climates and achievement goal orientations have been associated with a range of salutary and clinically relevant outcomes in both educational and sport research. In view of this, an intervention was developed for youth sport coaches designed to promote a mastery motivational climate, and a field experiment was conducted to assess its effects on changes in athletes’ achievement goal orientations over the course of a sport season. The experimental group was comprised of 155 boys and girls, who played for 20 basketball coaches; 70 youngsters played for 17 control group coaches. The coach intervention resulted in higher Mastery-climate scores and lower Ego-climate scores compared with the control condition, and athletes who played for the trained coaches exhibited significant increases in Mastery goal orientation scores and significant decreases in Ego-orientation scores across the season, whereas control group participants did not. Practical and theoretical implications of the findings are discussed.

scholarly journals Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age

2019 ◽  
Vol 33 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Anqing Zheng ◽  
Daniel A. Briley ◽  
Margherita Malanchini ◽  
Jennifer L. Tackett ◽  
K. Paige Harden ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Academic Motivation ◽  
Environmental Influences ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Environmental Variance ◽  
Cross Sectional ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large ( N = 891 twin pairs) cross–sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology

Motivational climate, 2×2 achievement goal orientation and dominance, self-regulation, and physical activity in pre-service teacher education

2016 ◽  
Vol 23 (4) ◽  
pp. 461-479 ◽  
Author(s):  
José-Antonio Cecchini-Estrada ◽  
Antonio Méndez-Giménez
Keyword(s):  
Physical Activity ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Leisure Time ◽  
Motivational Climate ◽  
Free Time ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Control Group ◽  
Experimental Group

This longitudinal study investigated the effects of a mastery motivational climate in physical education (PE) classes on 2×2 achievement goal orientation and dominance, self-regulated learning (SRL), and physical activity (PA) in leisure time. A total of 408 (264 women, 144 men) university students were randomly assigned to two groups: experimental and control. For 12 weeks (24 one-hour sessions), the experimental group received an intervention programme based on TARGET model, which emphasized a mastery climate. The control group carried out the same content but without highlighting such strategies. By means of the structural equation model, true intraindividual change in relation to orientation to 2×2 achievement goals, SRL, and PA in leisure time was analyzed. An increase in different variables within the experimental group was confirmed, these being: (a) the orientation to and dominance of mastery-approach (MAp) goals at the expense of the remaining goals; (b) competences in SRL; and (c) moderate and vigorous levels of PA in their free time. In addition, intraindividual changes in the MAp goals were positively related to intraindividual changes in self-efficacy of learning, which, in turn, positively predicted intraindividual changes in PA, regardless of the group (experimental or control). Thus, the mastery climate increases the percentage of participants with a dominant MAp goal and can effectively help to promote regular habits of PA in free time, by mediation of self-efficacy in SRL.

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.

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation

2018 ◽  
Vol 44 (8) ◽  
pp. 1258-1269 ◽  
Author(s):  
Liat Levontin ◽  
Anat Bardi
Keyword(s):  
Goal Orientation ◽  
Performance Studies ◽  
Goal Orientations ◽  
Social Goals ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Effects ◽  
Predicting Performance ◽  
Achievement Contexts

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

scholarly journals Doseganje zaposljivosti pri starajoči delovni sili; vloga starosti in doseganje ciljnih usmeritev

2021 ◽  
Author(s):  
Nena Hribar ◽  
Polona Šprajc
Keyword(s):  
Informal Learning ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Chronological Age ◽  
Achievement Goal Orientations ◽  
Positive Relation ◽  
Aging Workforce ◽  
Significant Relation

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

scholarly journals WORK CENTRALITY, GOALS AND PROFESSIONAL FULFILLMENT: INTERSECTIONS BETWEEN WORK AND CAREER

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
ALÉXIA O. R. MOURA ◽  
LÍGIA C. O. SILVA
Keyword(s):  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Achievement Goal Orientations ◽  
Online Questionnaire ◽  
Work Centrality ◽  
Significant Relationships ◽  
Self Development ◽  
Professional Fulfillment

ABSTRACT Purpose: This study aimed to analyze the degree to which the meaning of work, specifically the work centrality dimension, and the types of achievement goal orientations at work, predict professional fulfillment. Originality/value: The main contribution is to provide background for the identification of antecedents of a concept yet narrowly studied, which is professional fulfillment, signaling how counselors and organizations may facilitate the greater achievement of what is most valued in a career. We evidence the need to consider work an important sphere of life and to invest efforts in self-development to attain professional fulfillment. Design/methodology/approach: This is quantitative, survey-type research involving 140 people who have been working for at least 6 months. An online questionnaire was answered containing absolute and relative work centrality, achievement goal orientation at work and professional fulfillment scales, as well as socio-demographic questions. Data were analyzed using bivariate correlations and multiple regression analysis. Findings: Significant relationships of prediction were found between work centrality and professional fulfillment, as well as between one of the types of goal orientation and professional fulfillment. The results support two of the three predicted hypotheses, in addition to converging with previous research on the positive impacts of work centrality and the mastery approach orientation.

scholarly journals Dynamic Reciprocal Relations of Achievement Goal Orientations with Daily Experiences of Success and Failure: An Ambulatory Assessment Study

2020 ◽  
Author(s):  
Andreas B. Neubauer ◽  
Andrea Schmidt ◽  
Florian Schmiedek ◽  
Judith Dirk
Keyword(s):  
Academic Success ◽  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Structural Equation Models ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Ambulatory Assessment ◽  
Achievement Goal Orientations ◽  
Mastery Goal ◽  
Daily Experiences

Achievement goals have been linked to achievement in various educational settings. The present work explored day-to-day variations in achievement goal orientations (mastery, performance-approach, performance-avoidance) and their associations with intrinsic motivation in school and daily experiences of success and failure. Ambulatory assessment data from 108 students in Grade 5 were collected, with daily assessments of achievement goal orientations in the morning, intrinsic motivation at school, and end-of-day reports of academic success and failure. Multilevel models showed that children reported more intrinsic motivation and more success on days when they reported greater mastery goal orientation. Mastery goal orientations were also linked to better academic achievement one year later. Performance-avoidance orientation was associated with more failure on the same day. Dynamic structural equation models indicated reciprocal associations between goal orientations and experiences of success and failure across days. Findings suggest meaningful within-person dynamics among goals orientations and daily academic success and failure.

An analysis of achievement goal orientations and chemistry motivations of students within the structural equation modelling and an evaluation of the influencing factors

2019 ◽  
Vol 6 (2) ◽  
pp. 01-08
Author(s):  
Fatma Alkan ◽  
Aysem Seda Yucel
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Achievement Goal Orientations ◽  
School Students ◽  
Equation Modelling

The aim of this study based on this view is to investigate the relationship between the achievement-goal orientations of students during learning and their motivation levels towards learning chemistry. The study was designed in the relational survey model. The sample of the research consists of 688 high school students. In the research, the scale of achievement goal orientations and chemistry motivation questionnaire have been used as data collection tools. According to the structural equation modelling results, the fit indexes of the model are at the levels of good fit and acceptable fit. There is a positive and substantive link between achievement goal orientation and chemistry motivation. According to Manova results of the research, it has been determined that sex has a substantive impact on the performance-approach and performance-avoidance sub-dimensions of the achievement goal orientations scale and the internal motivation-personal convenience, external motivation, self-determination-self-sufficiency and anxiety of evaluation sub-dimensions of the chemistry motivation questionnaire. Keywords: Achievement goal orientation, chemistry motivation, structural equation modelling, multivariate analysis of variance.

Configural, Metric, and Scalar Invariance of the Modified Achievement Goal Questionnaire Across African American and White University Students

2008 ◽  
Vol 68 (6) ◽  
pp. 988-1007 ◽  
Author(s):  
Hilary L. Campbell ◽  
Carol L. Barry ◽  
Jilliam N. Joe ◽  
Sara J. Finney
Keyword(s):  
African American ◽  
University Students ◽  
Goal Orientation ◽  
Measurement Invariance ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Validity Evidence ◽  
Achievement Goal Orientations ◽  
Confirmatory Factor Analyses

There has been growing interest in comparing achievement goal orientations across ethnic groups. Such comparisons, however, cannot be made until validity evidence has been collected to support the use of an achievement goal orientation instrument for that purpose. Therefore, this study investigates the measurement invariance of a particular measure of achievement goal orientation, the modified Achievement Goal Questionnaire (AGQ-M), across African American and White university students. Confirmatory factor analyses support measurement invariance across the two groups. These findings provide additional validity evidence for the newly conceptualized 2 × 2 framework of achievement goal orientation and for the equivalence of functioning of the AGQ-M across these distinct groups. Because this level of invariance is established, researchers can make more valid inferences about differences in the AGQ-M scores across African American and White students.

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