scholarly journals Who Thrives Under Pressure? Predicting the Performance of Elite Academy Cricketers Using the Cardiovascular Indicators of Challenge and Threat States

2013 ◽  
Vol 35 (4) ◽  
pp. 387-397 ◽  
Author(s):  
Martin J. Turner ◽  
Marc V. Jones ◽  
David Sheffield ◽  
Matthew J. Slater ◽  
Jamie B. Barker ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Self Report ◽  
Superior Performance ◽  
Future Research ◽  
Challenge And Threat ◽  
Batting Performance ◽  
And Performance ◽  
Avoidance Goals

This study assessed whether cardiovascular (CV) reactivity patterns indexing challenge and threat states predicted batting performance in elite male county (N = 12) and national (N = 30) academy cricketers. Participants completed a batting test under pressure, before which CV reactivity was recorded in response to ego-threatening audio instructions. Self-reported self-efficacy, control, achievement goals, and emotions were also assessed. Challenge CV reactivity predicted superior performance in the Batting Test, compared with threat CV reactivity. The relationships between self-report measures and CV reactivity, and self-report measures and performance were inconsistent. A small subsample of participants who exhibited threat CV reactivity, but performed well, reported greater self-efficacy than participants who exhibited threat CV reactivity, but performed poorly. Also a small subsample of participants who exhibited challenge reactivity, but performed poorly, had higher avoidance goals than participants with challenge reactivity who performed well. The mechanisms for the observed relationship between CV reactivity and performance are discussed alongside implications for future research and applied practice.

Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education: A Longitudinal Analysis

2013 ◽  
Vol 112 (3) ◽  
pp. 771-787 ◽  
Author(s):  
Gunnar Bjørnebekk ◽  
Åge Diseth ◽  
Robin Ulriksen
Keyword(s):  
Academic Achievement ◽  
Path Analysis ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Science Students ◽  
Achievement Level ◽  
Measuring Achievement ◽  
And Performance ◽  
Avoidance Goals

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time.

scholarly journals Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Julia Hein ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Teacher Motivation ◽  
Learning Experiences ◽  
Teaching Quality ◽  
And Performance ◽  
Avoidance Goals ◽  
Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

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 Teacher Presence and Social Presence in Virtual and Blended Courses

10.28945/3965 ◽  
2018 ◽  
Keyword(s):  
Learning Environment ◽  
Learning Community ◽  
Social Presence ◽  
Learning Process ◽  
Self Efficacy ◽  
The Other ◽  
Future Research ◽  
Blended Courses ◽  
Challenge And Threat ◽  
Teacher Presence

[This Proceedings paper was revised and published in the 2018 issue of Journal of Information Technology Education: Research, Volume 17] Aim/Purpose: The purpose of the study was to examine the relationship between teacher presence and social presence on one hand, and feelings of challenge and threat, self-efficacy, and motivation among students studying in virtual and blended courses on the other. Background: In this study we examined two types of courses, virtual courses (VCs) and blended courses (BCs). Physical separation between teacher and learners may lead to transactional distance, which should be reduced through teacher presence (TP) and social presence (SP). Methodology: This is a mixed-method study. Participants completed a threat/challenge questionnaire, a motivation questionnaire, a self-efficacy questionnaire, and answered open-ended questions. The sample included 484 students from two academic institutions in the Israel. Contribution: The study highlights the connection between critical factors involved in learning and teaching in VCs and BCs (teacher presence, social presence, feelings of challenge and threat, self-efficacy, and motivation) from the point of view of students studying in VCs and BCs. Findings: We found a link between teacher presence and social presence on one hand and feelings of challenge and threat, self-efficacy, and motivation of students in VCs and BCs on the other. At the same time, we found that the perceptions of motivation, challenge, and threat associated with VCs and BCs are interrelated, that is, students have similar perceptions in relation to both types of courses. Recommendations for Practitioners : It is preferable to create a learning environment that supports the learners and is attentive to their needs and to the creation of an active learning community. It has been found that these factors greatly influence the process and the quality of learning in the course. Recommendation for Researchers: The study examined the subjective feelings of the students about the learning process in virtual and blended environments. We recommend continuing to explore the characteristics of the virtual environment and of teaching methods in these environments. Impact on Society: The combination of virtual and blended learning environments in the learning process may lead to the realization of the educational vision of creating a learning environment that supports students and responds to their needs, enabling autonomous and collaborative learning while creating a learning community. Future Research: It is advisable to examine the issue from the perspective of the teachers in VCs and BCs to elucidate the topic from other angles.

Predicting school achievement in boys and girls

2008 ◽  
Vol 22 (3) ◽  
pp. 231-245 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Birgit Spinath ◽  
Aljoscha C. Neubauer
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
School Achievement ◽  
Self Esteem ◽  
School Anxiety ◽  
School Attainment ◽  
Work Avoidance ◽  
And Performance ◽  
Mean Differences ◽  
Avoidance Goals

This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school‐related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self‐esteem, school anxiety, school‐related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self‐esteem were the strongest predictors of GPA for both sexes, and school‐related intrinsic motivation, school anxiety and performance‐avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.

Performance Implications of Management Ideas

2019 ◽  
pp. 373-390
Author(s):  
Christopher Wickert ◽  
Jost Sieweke ◽  
Riku Ruotsalainen
Keyword(s):  
Human Resources ◽  
Organizational Performance ◽  
Positive Relationship ◽  
Empirical Support ◽  
Superior Performance ◽  
Future Research ◽  
Knowledge Resources ◽  
Relational Resources ◽  
And Performance

Consultants and business gurus have stressed the positive implications of management ideas for performance. However, the evidence on whether management ideas lead to superior performance remains ambiguous. This chapter scrutinizes the link between management ideas and performance. It begins by reviewing research on technological resources-focused ideas, human resources-focused ideas, relational resources-focused ideas, and knowledge resources-focused ideas and shows that there is empirical support for a positive relationship between management ideas and organizational performance. However, this positive link only materializes and holds under certain conditions, which complicate the efforts of managers and organizations to reap the benefits of management ideas. The authors discuss two of these complications: the ‘performance dilemmas of management ideas’ and the ‘sustainability paradox of management ideas’. The chapter ends with a discussion of avenues for future research.

Reclaiming Personality Traits for Personnel Selection: Self-Esteem as an Illustrative Case

1988 ◽  
Vol 14 (1) ◽  
pp. 81-91 ◽  
Author(s):  
John R. Hollenbeck ◽  
Ellen M. Whitener
Keyword(s):  
Personality Traits ◽  
Personnel Selection ◽  
Statistical Power ◽  
Past Research ◽  
Self Report ◽  
Interactive Effects ◽  
Future Research ◽  
Illustrative Case ◽  
Personality Measures ◽  
And Performance

Previous reviews documenting the low validity and utility associ-ated with personality measures should not lead researchers in the area of personnel selection to abandon the use of such variables. The lack offindings in past research can be explained by (a) misspecification of the model by anticipating direct effects; (b) inadequate statistical power; and (c) contamination of measures by relying on self-report or observational methods. An alternative model in which personality measures have interactive effects with ability tests in predicting per-formance provides a stronger theoretical rationale to support a rela-tionship between personality variables and performance. Sample sizes also need to be increased significantly in order to provide adequate tests of the validity of personality measures in personnel selection. Measures of personality traits based on perception and judgment pro-vide a more promising approach to obtaining less contaminated in-dices. Future research that avoids the problems of the past may pro-vide a more positive picture of the utility of personality traits as screening devices.

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.

A Multicomponent Measure of Writing Motivation With Basic College Writers

2015 ◽  
Vol 39 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Charles A. MacArthur ◽  
Zoi A. Philippakos ◽  
Steve Graham
Keyword(s):  
Community College ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Design Research ◽  
Developmental Writing ◽  
Writing Quality ◽  
Writing Classes ◽  
College Writers ◽  
Avoidance Goals

The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 133 students in 11 classes completed the motivation scales at the beginning and end of the semester along with measures of writing quality. Single factors were found for self-efficacy and affect. For goal orientation, factors were found for mastery, performance, and avoidance goals. For beliefs, factors were found for beliefs related to the content of writing and to conventions. Anticipated patterns of correlations among the factors were found. The validity of the scales was further supported by significant differences in the anticipated direction between higher and lower level classes on five of seven factors. In addition, significant changes were noted from pretest to posttest in the anticipated direction on six of seven factors.

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