The Effects of Mastery, Competitive, and Cooperative Goals on the Performance of Simple and Complex Basketball Skills

1988 ◽  
Vol 10 (4) ◽  
pp. 408-417 ◽  
Author(s):  
John M. Giannini ◽  
Robert S. Weinberg ◽  
Allen J. Jackson
Keyword(s):  
Goal Setting ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Group Performance ◽  
Goal Orientations ◽  
Feedback Group ◽  
Future Directions ◽  
Mastery Goal ◽  
Significant Relationships ◽  
Better Than

This study investigated the effects of different goal and feedback conditions on performance of a basketball shooting task and a more complex one-on-one offensive basketball task. Subjects (N= 1(D) were matched, based on pretest performance, into one of five conditions: competitive goal, cooperative goal, mastery goal, "do your best" with feedback, and "do your best" without feedback. Subjects also responded to questionnaires to allow an assessment of the strength of mastery, competitive, and social goal orientations, which reflected personal achievement goals held before goal-setting instructions were offered. Results indicated that the competitive goal group performed significantly better than the do-your-best-without-feedback group in one-on-one posttest trials. No other between-group performance differences were significant. Subjects' goal orientations were not related to performance in the competitive and cooperative goal conditions, but significant relationships were found for mastery goal group subjects. The results are discussed in terms of Locke's theory of goal setting as well as achievement motivation research on goal orientations, and future directions for research are offered.

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>

Continuities between Motivation Research and Whole Language Philosophy of Instruction

1998 ◽  
Vol 30 (3) ◽  
pp. 321-356 ◽  
Author(s):  
David A. Bergin ◽  
Cheryl LaFave
Keyword(s):  
Goal Setting ◽  
Whole Language ◽  
Language Instruction ◽  
Social Goals ◽  
Language Philosophy ◽  
Personal Competence ◽  
Mastery Goal ◽  
Teacher Control ◽  
Language Classrooms ◽  
Better Than

The purpose of this article is to show that motivation research is generally compatible with and supportive of the whole language philosophy of instruction and to provide explicit motivational reasons why whole language practices might be effective. Both motivation research and whole language instruction emphasize the following: providing choice in order to foster perceptions of autonomy, emphasizing the mastery goal of learning in order to improve personal competence rather than the ego goal of doing better than other people, using assessment that encourages a deep personal construction of meaning and learning for understanding, providing students with experiences that will increase their belief that they can succeed, modeling appropriate literacy activities, responding to students' social goals, providing an emotionally supportive atmosphere, and making learning interesting. Whole language classrooms provide settings where motivation researchers can investigate the success of motivation principles, and whole language classrooms might benefit from the motivation technique of goal setting. It would be useful for practitioners if whole language and motivation researchers investigated appropriate levels of teacher control more precisely.

Reacties van leidinggevenden op radicale creatieve ideeën van medewerkers

2015 ◽  
Vol 28 (2) ◽  
Author(s):  
Roy B.L. Sijbom ◽  
Onne Janssen ◽  
Nico W. van Yperen
Keyword(s):  
Boundary Conditions ◽  
Achievement Goals ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Mastery Goal ◽  
Underlying Mechanisms ◽  
Practical Implications ◽  
Better Than

Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals We review three articles in which we examined how leaders’ achievement goals affect their reactions to creative ideas voiced by their employees. Across a series of studies, we expected and found that leaders pursuing performance goals (to do better than others) tend to be less receptive and more opposing to voiced creative ideas than leaders pursuing mastery goals (to do better than they did before). We also present and discuss our findings on the underlying mechanisms that can clarify why performance goal leaders react differently than mastery goal leaders as well as the boundary conditions under which performance goal leaders respond in similar ways to mastery goal leaders. We conclude that leaders’ achievement goals affect their reactions to voiced creative ideas and discuss the practical implications for leaders and organizations to get the most out of upward creative input.

scholarly journals ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA

2017 ◽  
Vol 75 (4) ◽  
pp. 366-374
Author(s):  
Nino Rachvelishvili
Keyword(s):  
Language Learning ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Positive Attitude ◽  
English Language ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation

The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched. The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly. Key words: achievement motivation, achievement goal orientation, master approach, master avoidance, performance approach, performance avoidance.

Motivational Climate, Achievement Goals, Perceived Sport Competence, and Involvement in Physical Activity: Structural and Mediator Models

2005 ◽  
Vol 100 (2) ◽  
pp. 497-523 ◽  
Author(s):  
Knut Skjesol ◽  
Hallgeir Halvari
Keyword(s):  
Physical Activity ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Structural Model ◽  
Goal Orientations ◽  
Motivational Climate ◽  
Positive Correlation ◽  
Mastery Goal ◽  
Sport Competence ◽  
Goal Adoption

Students ( N = 231) were tested on involvement in physical activity, motivational climate, perceived sport competence, and goal orientations. Multiple regression, partial correlation, and LISREL analyses indicated that mastery goal adoption is positively correlated with a mastery climate. Performance-approach goal adoption is positively correlated with a performance climate. Mastery climate, mastery goal, and perceived sport competence are all positively correlated with involvement in physical activity. LISREL analyses supported three mediational hypotheses: (I) the positive correlation between the performance-approach goal and involvement in physical activity is mediated by (high) perceived sport competence, (II) the negative correlation between the performance-avoidance goal and involvement in physical activity is mediated by (low) perceived sport competence, (III) the positive correlation between mastery climate and involvement in physical activity is mediated by (high) mastery goal orientation. An alternative structural model with perceived competence as the last latent construct in the path was also tested.

scholarly journals Algorithmic and human prediction of success in human collaboration from visual features

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Martin Saveski ◽  
Edmond Awad ◽  
Iyad Rahwan ◽  
Manuel Cebrian
Keyword(s):  
Machine Learning ◽  
Visual Cues ◽  
Success Factors ◽  
Group Performance ◽  
Learning Algorithms ◽  
Machine Learning Algorithms ◽  
Adventure Game ◽  
Group Success ◽  
The Relationship ◽  
Better Than

AbstractAs groups are increasingly taking over individual experts in many tasks, it is ever more important to understand the determinants of group success. In this paper, we study the patterns of group success in Escape The Room, a physical adventure game in which a group is tasked with escaping a maze by collectively solving a series of puzzles. We investigate (1) the characteristics of successful groups, and (2) how accurately humans and machines can spot them from a group photo. The relationship between these two questions is based on the hypothesis that the characteristics of successful groups are encoded by features that can be spotted in their photo. We analyze >43K group photos (one photo per group) taken after groups have completed the game—from which all explicit performance-signaling information has been removed. First, we find that groups that are larger, older and more gender but less age diverse are significantly more likely to escape. Second, we compare humans and off-the-shelf machine learning algorithms at predicting whether a group escaped or not based on the completion photo. We find that individual guesses by humans achieve 58.3% accuracy, better than random, but worse than machines which display 71.6% accuracy. When humans are trained to guess by observing only four labeled photos, their accuracy increases to 64%. However, training humans on more labeled examples (eight or twelve) leads to a slight, but statistically insignificant improvement in accuracy (67.4%). Humans in the best training condition perform on par with two, but worse than three out of the five machine learning algorithms we evaluated. Our work illustrates the potentials and the limitations of machine learning systems in evaluating group performance and identifying success factors based on sparse visual cues.

Sex and Birth Order in Children's Goal Setting and Actual Performance of a Gross Motor Task

1981 ◽  
Vol 53 (2) ◽  
pp. 663-666 ◽  
Author(s):  
Evelyn G. Hall ◽  
Amelia M. Lee
Keyword(s):  
Elementary School ◽  
Birth Order ◽  
Goal Setting ◽  
Motor Task ◽  
Complete Data ◽  
School Age ◽  
Gross Motor ◽  
Actual Performance ◽  
Elementary School Age ◽  
Better Than

This study investigated the effect of birth order and sex on goal setting and actual performance by boys and girls of elementary school age on a ring-toss task. Children were asked to give a verbal estimate of the number of successful trials out of 10 they expected to complete. Data were analyzed by 2 (sex) × 2 (birth order) analyses of variance. Results indicated that firstborn boys set higher goals and performed significantly better than later-born boys, firstborn girls or later-born girls.

Implicit Theories of Achievement and the Sport Experience: Effect of Goal Orientations on Achievement Strategies and Perspectives

1995 ◽  
Vol 81 (1) ◽  
pp. 219-224 ◽  
Author(s):  
Glyn C. Roberts ◽  
Howard K. Hall ◽  
Susan A. Jackson ◽  
Jay C. Kimiecik ◽  
Phyllis Tonymon
Keyword(s):  
Young Adults ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Goal Orientations ◽  
Competitive Sport ◽  
And Behaviors ◽  
Research Achievement ◽  
Task Oriented ◽  
Achievement Strategies ◽  
Experience Effect

This study investigated the effect of holding either a task- or an ego-oriented goal perspective on the perception of the purpose of sport, achievement strategies in practice and competition, satisfaction, and focus in competition. A total of 338 young adults were assessed for task- and ego-oriented achievement goals, the purposes of sport, and achievement strategies used during practice and competition. Congruent with previous research, achievement goals had a conceptually consistent association with the purposes of sport in that task-oriented athletes endorsed prosocial attributes and ego-oriented athletes endorsed achieving status. Achievement goals were also meaningfully related to achievement strategies adopted in practice and competition, satisfaction, and focus in competition. The study underscored the importance of achievement goals in understanding achievement strategies and behaviors of athletes in competitive sport contexts.

A study of fuzzy modeling analysis of factors influencing socially regulation of learning performance in an online environment

2021 ◽  
pp. 1-11
Author(s):  
Chengzheng Li ◽  
Ying Peng ◽  
Peng Peng ◽  
Lei Cao
Keyword(s):  
Goal Setting ◽  
Help Seeking ◽  
Group Performance ◽  
Learning Performance ◽  
Trust Building ◽  
Team Assessment ◽  
Social Conditioning ◽  
Team Supervision ◽  
Task Strategy ◽  
Main Factors

Investigating the factors influencing the performance of social conditioning in the network environment is the core issue for improving academic performance. Through the search of existing literature, the paper analyzes the main factors that influence social conditioning learning in current research, and through the questionnaire survey and in-depth processing of the raw data, the advanced behavioral indicators related to learning are obtained and analyzed by Spearman correlation coefficient and fuzzy modeling in machine learning. The results showed that the twelve dimensions of motivation regulation, trust building, efficacy management, cognitive strategy, time management, goal setting, task strategy, peer support, team assessment, help seeking, environment construction, and team supervision were significantly related to group performance, with team supervision having a significant negative relationship with group performance. In addition, trust building, team supervision and environment construction were the main factors for online social learning, effectiveness management, task strategy, peer support and help-seeking were the secondary factors, while motivation regulation, cognitive strategies, goal setting and team assessment had little impact on the final performance. The findings have some implications for the optimization of social conditioning learning support services and the improvement of social conditioning learning performance.

The Relationship Between the Perceived Motivational Climate in Elite Collegiate Sport and Athlete Psychological Coping Skills

2021 ◽  
pp. 1-17
Author(s):  
Mary D. Fry ◽  
Candace M. Hogue ◽  
Susumu Iwasaki ◽  
Gloria B. Solomon
Keyword(s):  
Goal Setting ◽  
Achievement Motivation ◽  
Coping Skills ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Mental Preparation ◽  
Collegiate Sport ◽  
Perceived Motivational Climate ◽  
The Relationship ◽  
Psychological Coping

Psychological coping skills in sport are believed to be central to athlete performance and well-being. This study examined the relationship between the perceived motivational climate in elite collegiate sport teams and player psychological coping skills use. Division I athletes (N = 467) completed a questionnaire examining their perceptions of how caring, task-, and ego-involving their teams were and their use of sport specific psychological coping skills (i.e., coping with adversity, peaking under pressure, goal setting/mental preparation, concentration, freedom from worry, confidence/achievement motivation, and coachability). Structural equation modeling revealed positive relationships between perceptions of a task-involving climate and confidence/achievement motivation (β = 0.42) and goal setting/mental preparation (β = 0.27). Caring climate perceptions were positively associated with coachability (β = 0.34). These findings illustrate how encouraging athletes and coaches to create a caring, task-involving climate may facilitate athletes’ use of psychological coping skills and set athletes up to perform their best and have a positive sporting experience.

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