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.

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 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.

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).

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

2021 ◽  
Vol 12 ◽  
Author(s):  
Julia Hein ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Markus Dresel ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Online Survey ◽  
Student Evaluations ◽  
Equation Modeling ◽  
Student Evaluations Of Teaching ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Avoidance Goals

Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors’ voluntary usage of and intended learning from SET(s). To facilitate instructors’ learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors’ professional learning by encouraging them to reflect on their SET-results.

Junior high school students’ achievement goals, social goals, and self-reported persistence in physical education settings

2019 ◽  
Vol 26 (1) ◽  
pp. 218-230 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Xiaofen D Keating ◽  
William M Land
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Achievement Goals ◽  
Junior High ◽  
Social Goals ◽  
School Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals

This study utilized a 2 × 2 achievement goal model to explore a relationship between achievement goals and social goals, and how these goals are associated with junior high school students’ self-reported persistence toward physical activities. A total of 246 students from four junior high schools participated in the study. The results revealed that mastery-approach goals, social responsibility goals, and performance-approach goals were significantly positive predictors of persistence, whereas mastery-avoidance goals, performance-avoidance goals, and social relationship goals were not significant predictors of persistence. Additionally, girls scored significantly higher values on social relationship, social responsibility, and mastery-avoidance goals than boys, whereas boys reported significantly higher values on performance-approach goals than girls. Findings provide empirical support to the view that both achievement goals and social goals should be used to examine student motivation and achievement in junior high school physical education settings while considering gender differences.

Case Study Instruction Experiences in Educational Psychology and Pre-Service Teachers’ Achievement Goals for Learning

2020 ◽  
pp. 009862832097726
Author(s):  
Alyssa R. Gonzalez-DeHass ◽  
Patricia P. Willems ◽  
María D. Vásquez-Colina
Keyword(s):  
Educational Psychology ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Traditional Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Mastery Approach

Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student’s adoption of mastery-approach goals, we expected that case study learning would predict educational psychology students’ adoption of these adaptive goals. However, there is limited empirical research on the impact of case study instruction on student’s motivation, particularly for students’ adoption of achievement goals. Therefore, the purpose of this study was to examine the relationships between students’ perceived experiences in case study instruction and each of four achievement goals identified in the goal literature. Since self-efficacy may be another important influence on students’ achievement goals, we also included it as another predictor variable in our regression analyses. Both online and traditional on-campus students are included in this study. While neither performance goal was significantly related to case study instruction for either class format, perceptions of case study instruction predicted online students’ mastery-approach goals and predicted lower rates of mastery-avoidance goals in traditional students. Self-efficacy predicted greater likelihood of mastery-approach goals for traditional students and lower rates of mastery-avoidance goals in both class formats.

scholarly journals University Instructors’ Implicit Theories of Intelligence, Achievement Goals for Teaching, and Teaching Quality

2020 ◽  
Author(s):  
Kristina Loderer ◽  
Markus Dresel ◽  
Oliver Dickhäuser ◽  
Martin Daumiller
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Structural Equation ◽  
Implicit Theories ◽  
Instructional Quality ◽  
Teaching Quality ◽  
Equation Modeling ◽  
University Instructors ◽  
Work Avoidance ◽  
Avoidance Goals

University instructors’ goals for teaching are important for teaching quality. However, studies examining factors that shape instructors’ goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory and Dweck’s (1999) achievement motivation framework, we analyzed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling yielded the expected relations between goals and instructional quality (positive for mastery and performance approach goals; negative for performance avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed.

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.

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.

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