Individual Differences in Incompetence Avoidance

2008 ◽  
Vol 30 (1) ◽  
pp. 110-132 ◽  
Author(s):  
Miranda P. Kaye ◽  
David E. Conroy ◽  
Angela M. Fifer
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Latent Structure ◽  
Fear Of Failure ◽  
Equation Modeling ◽  
Antecedents And Consequences ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Correlated Factors

This study compared the fear of failure and perfectionism constructs by analyzing their latent structure as well as their motivational antecedents and consequences. College students (N = 372) enrolled in physical activity classes completed a battery of questionnaires assessing fear of failure, perfectionism, approach and avoidance motivational temperaments, and 2 × 2 achievement goals. Structural equation modeling revealed that responses were best summarized by two correlated factors representing perfectionistic strivings and concerns. Avoidance temperament was positively associated with both forms of incompetence avoidance; however, approach temperament was positively related only to perfectionist strivings. Perfectionistic concerns were positively related to the adoption of mastery-avoidance and performance-avoidance goals and negatively related to the adoption of mastery-approach goals. Perfectionistic strivings were positively associated with both approach goals. These results indicate that strivings to avoid incompetence can be distinguished with respect to their latent structure, temperamental antecedents, and motivational consequences.

scholarly journals When Teammates Are Viewed as Rivals: A Cross-National Investigation of Achievement Goals and Intrateam Moral Behavior

2012 ◽  
Vol 34 (4) ◽  
pp. 503-524 ◽  
Author(s):  
Ian D. Boardley ◽  
Ben Jackson
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Moral Disengagement ◽  
Effective Interaction ◽  
Equation Modeling ◽  
Performance Achievement ◽  
Team Functioning ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals

This research aimed to (a) determine whether mastery and intrateam performance achievement goals predicted prosocial and antisocial teammate behavior, (b) explore whether effects of intrateam performance goals were mediated by moral disengagement, and (c) examine whether any effects (Study 2 only) were moderated by cohesion. In Study 1, team athletes (N = 282) from Australia completed questionnaires assessing the aforementioned variables. Structural equation modeling indicated that prosocial teammate behavior was positively predicted by mastery-approach goals, and negatively predicted by mastery- and intrateam performance-avoidance goals, whereas antisocial teammate behavior was positively predicted by intrateam performance-approach and -avoidance goals; these latter effects were mediated by moral disengagement. In Study 2, team athletes (N = 452) from the United Kingdom completed a measure of cohesion in addition to the Study 1 instruments; the analyses largely confirmed the Study 1 findings. However, the undesirable effect of mastery-avoidance goals on prosocial behavior seen in Study 1 was only apparent in Study 2 when individuals held strong perceptions of team cohesion. In sum, this investigation makes a novel contribution to the literature on team functioning in sport, being the first to explore how athletes’ normative goals relative to their teammates might shape effective interaction processes.

scholarly journals Setting Lower Limits High: The Role of Boundary Goals in Achievement Motivation

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Brent Donnellan
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Lower Boundary ◽  
Opposite Pattern ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Lower Limits ◽  
Mastery Approach

Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The current research integrates boundary goals into the hierarchical model of achievement motivation (A. Elliot, 2006) by positing that boundary goals are a sub-goal in the goal hierarchy. We predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. We further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). We also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. We tested these predictions by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (beta = .32) whereas performance avoidance goals were negatively associated with boundary goals (beta = -.11). Further, we found that mastery approach goals had positive associations with boundary goals (beta = .29) whereas the opposite pattern occurred for mastery avoidance goals (beta = -.25). Boundary goals were positively linked to exam scores (beta = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions.

scholarly journals Achievement Goals, Competition Appraisals, and the Psychological and Emotional Welfare of Sport Participants

2008 ◽  
Vol 30 (3) ◽  
pp. 302-322 ◽  
Author(s):  
James W. Adie ◽  
Joan L. Duda ◽  
Nikos Ntoumanis
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Cognitive Appraisals ◽  
Well Being ◽  
Self Esteem ◽  
Equation Modeling ◽  
Sport Competition ◽  
Threat Appraisals ◽  
Challenge And Threat ◽  
And Performance

Grounded in the 2 × 2 achievement goal framework (Elliot & McGregor, 2001), a model was tested examining the hypothesized relationships between approach and avoidance (mastery and performance) goals, challenge and threat appraisals of sport competition, and positive and negative indices of well-being (i.e., self-esteem, positive, and negative affect). A further aim was to determine the degree to which the cognitive appraisals mediated the relationship between the four achievement goals and the indicators of athletes’ welfare. Finally, measurement and structural invariance was tested with respect to gender in the hypothesized model. An alternative model was also estimated specifying self-esteem as an antecedent of the four goals and cognitive appraisals. Four hundred and twenty-four team sport participants (Mage = 24.25) responded to a multisection questionnaire. Structural equation modeling analyses provided support for the hypothesized model only. Challenge and threat appraisals partially mediated the relationships observed between mastery-based goals and the well-being indicators. Lastly, the hypothesized model was found to be invariant across gender.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

scholarly journals Higher Education Instructors’ Usage of and Learning from Student Evaluations of Teaching – Do Achievement Goals Matter?

2021 ◽  
Author(s):  
Julia Hein ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Markus Dresel ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Learning Goals ◽  
Learning Approach ◽  
Beneficial Effects ◽  
Work Avoidance ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Identifying what motivates higher education instructors in their self-regulated learning from stu-dent evaluations of teaching (SET) is important for improving future teaching. In a longitudinal online field study, we investigated how higher education instructors’ achievement goals predict the use of SET(s), processing its results and learning from it. We expected beneficial effects of learning (approach and avoidance) goals and performance approach goals, while performance avoidance goals and work avoidance goals should be detrimental for the learning process. In to-tal, 407 higher education instructors with teaching commitments reported their achievement goals. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their learning intentions regarding this student feedback. Using structural equation modelling, we found that learning avoidance goals were positively associated with conducting SET(s) and learning approach goals were positively associated with learning intentions. These findings highlight the importance of learning goals for instructors’ use of SET(s).

A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement

2001 ◽  
Vol 88 (1) ◽  
pp. 123-135 ◽  
Author(s):  
Ayumi Tanaka ◽  
Hirotsugu Yamauchi
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Positive Relation ◽  
Mastery Goals ◽  
Intrinsic Interest ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.

scholarly journals Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Raven Rinas ◽  
Jennifer Breithecker
Keyword(s):  
Coping Strategies ◽  
Achievement Goals ◽  
Elite Athletes ◽  
Intensive Training ◽  
Stress Symptoms ◽  
Path Modelling ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

Elite athletes undergo intensive training and competitive pressure to succeed, making them susceptible to professional strain. However, they differ in their subjective reactions in the form of burnout levels and psychosomatic stress symptoms. Following a motivational perspective, these differences may be explained by the goals that athletes pursue. The current study therefore examined the effects of elite athletes’ achievement goals on their burnout levels and psychosomatic stress symptoms, and to what extent they can be explained by athletes’ use of adaptive coping strategies. Based on the answers of 125 German elite athletes, path modelling revealed that mastery approach goals were negatively associated with burnout levels and psychosomatic stress symptoms, while mastery avoidance and performance approach goals were positively associated with burnout levels. Coping strategies partially mediated the effects of mastery approach goals on burnout levels and psychosomatic stress symptoms. These findings suggest practical implications for supporting elite athletes through goal setting processes.

Achievement Goals and Physical Self-Perceptions of Adolescent Athletes

2012 ◽  
Vol 40 (3) ◽  
pp. 473-480 ◽  
Author(s):  
Zisan Kazak Cetinkalp
Keyword(s):  
Achievement Goals ◽  
Female Athletes ◽  
Self Concept ◽  
Adolescent Athletes ◽  
Self Perceptions ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The relationship between achievement goals and physical self-perceptions of adolescent athletes was examined in this study. Participants were 208 adolescent athletes with a mean age of 16.35 + 0.48 years. Independent samples t tests, Pearson correlations, and regression analysis were used to analyze the data. The results showed that female athletes' mastery-avoidance scores were higher than male athletes'. Mastery-approach goals were related to sports competence and global physical self-concept. Performance-approach goals were associated with sports competence, global physical self-concept, and global self-esteem. Performance-avoidance goals were related only to sports competence. In addition, the mastery-approach goal was predicted by global physical self-concept, and performance-approach and performance-avoidance goals were positively predicted by sports competence.

Personal and Classroom Achievement Goals: Their Structures and Relationships

2016 ◽  
Vol 36 (4) ◽  
pp. 354-365 ◽  
Author(s):  
Fabio Alivernini ◽  
Sara Manganelli ◽  
Fabio Lucidi
Keyword(s):  
Adaptive Learning ◽  
Achievement Goals ◽  
Structural Equation ◽  
Immigrant Students ◽  
Measurement Model ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Personal Goals ◽  
Goal Structures ◽  
And Performance

This study examines the factor structures of Personal and Classroom Achievement Goals and the relationships between them. Multilevel structural equation modeling was used to examine data from a sample of 3,544 Italian 10th-grade students (184 classrooms) who completed the Patterns of Adaptive Learning Scales (PALS). Findings about the factor structure of personal goals were consistent with studies in other cultural contexts. The scales showed measurement invariance both across gender and across various immigrant backgrounds. Boys showed lower levels of mastery and higher levels of performance-approach than girls. Immigrant students scored higher than the native students on all Performance scales. At the group level, a measurement model including mastery and performance-approach goal structures showed good fit indices. In classrooms more oriented toward mastery, students’ personal goals tend to be in the same direction. Classroom performance-approach goal structures were related to performance-avoidance personal orientations but not to performance-approach personal orientations.

scholarly journals Team Achievement Goals and Sports Team Performance

2020 ◽  
Vol 51 (5) ◽  
pp. 581-615
Author(s):  
Heleen Van Mierlo ◽  
Edwin A. J. Van Hooft
Keyword(s):  
Team Performance ◽  
Achievement Goals ◽  
Performance Outcomes ◽  
Sports Teams ◽  
Sports Team ◽  
Performance Teams ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

This study focuses on team achievement goals and performance outcomes in interdependent sports teams. Team achievement goals reflect shared motivational states that exist exclusively at the team level. In a survey among 310 members of 29 premier-league field-hockey teams, team-level performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance achievement goals explained 69% of the overall variance in team performance and 16% after controlling for previous performance. Teams performed better to the extent they were more approach- and less avoidance oriented in terms of both mastery and performance, although mastery-approach goals related to early-season team performance rather than predicting later changes in team performance.

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