scholarly journals Structured Self-Reflection as a Tool to Enhance Perceived Performance and Maintain Effort in Adult Recreational Salsa Dancers

2009 ◽  
Vol 23 (2) ◽  
pp. 151-169 ◽  
Author(s):  
Stephanie J. Hanrahan ◽  
Rachel Pedro ◽  
Ester Cerin
Keyword(s):  
Intrinsic Motivation ◽  
Intervention Group ◽  
Goal Orientations ◽  
Achievement Goal ◽  
The Self ◽  
Achievement Goal Orientations ◽  
Negative Effects ◽  
Self Reflection ◽  
Reflection Process ◽  
Perceived Performance

The purpose of this study was to determine if the use of structured self-reflection in community dance classes would influence achievement goal orientations, levels of intrinsic motivation, or perceived dance performance. The Task and Ego Orientation in Sport Questionnaire (TEOSQ) and the Intrinsic Motivation Inventory (IMI) were modified slightly to reflect involvement in salsa dancing rather than sport and then were administered to 139 Latin dance students at the beginning and end of an 11-week term. The dance classes were divided into control and intervention groups, balanced in terms of sample size and level of instruction. The intervention group completed a salsa self-reflection form during or after class for 9 weeks. At the posttest all students rated their salsa performance and the intervention group evaluated the self-reflection process. Results indicate that although achievement goal orientations were not affected, structured self-reflection is perceived to be a positive tool and may be a useful technique to enhance perceived performance and maintain effort and perceived importance. The participants’ perceptions of the self-reflection process were positive, with no negative effects of engaging in the process reported.

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.

Achievement Goal Orientations and Intrinsic Motivation in Physical Fitness Testing with Children

1994 ◽  
Vol 6 (2) ◽  
pp. 159-167 ◽  
Author(s):  
Marios Goudas ◽  
Stuart Biddle ◽  
Kenneth Fox
Keyword(s):  
Physical Fitness ◽  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Fitness Testing ◽  
Achievement Goal Orientations ◽  
Performance Group ◽  
Perceived Success ◽  
Physical Fitness Testing

This study examined the relationship between dispositional achievement goal orientations and intrinsic motivation following physical fitness testing. Students, aged 11–15 years, completed the Task and Ego Orientation in Sport Questionnaire, participated in the 20-m progressive shuttle run test, and then completed a modified Intrinsic Motivation Inventory (IMI). Using their goal orientations, students were placed into one of four groups: low in both task and ego, high ego/low task, high task/low ego, and high in both task and ego. A MANOVA indicated that for students in the “high” and “low” performance groups, differences in intrinsic motivation between goal orientation groups were found. Perceived success and goal orientations had independent effects on intrinsic motivation for the lower performance group but interacted to influence intrinsic motivation for the higher performance group. It is concluded that children have different motivational reactions to fitness testing, depending on their goal profile, performance, and perceived success.

scholarly journals Predictive effects of temperament on motivation

2017 ◽  
Vol 6 (2) ◽  
pp. 148 ◽  
Author(s):  
Anna Maria Rawlings ◽  
Anna Tapola ◽  
Markku Niemivirta
Keyword(s):  
Structural Equation ◽  
Goal Orientations ◽  
Reward Sensitivity ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientations ◽  
Negative Effects ◽  
Four Dimensions ◽  
And Performance ◽  
Sensitivity To Punishment

Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational settings. In this study, we examined how different aspects of temperament (reward and punishment sensitivities) predict the goals students seek to achieve in relation to learning and performance. In Study 1, four dimensions describing students’ temperament (sensitivity to punishment, intraindividual reward sensitivity, interindividual reward sensitivity, and positive expressiveness) were uncovered, and in Study 2, these were used to predict students’ achievement goal orientations (mastery-intrinsic, mastery-extrinsic, performance-approach, performance-avoidance, and avoidance). The results of exploratory structural equation modeling revealed significant predictions on all achievement goal orientations. In line with theoretical assumptions, sensitivity to punishment was predictive of performance orientations, intraindividual reward sensitivity of mastery orientations, and interindividual reward sensitivity of performance- and avoidance orientations. Positive expressiveness only had weak negative effects on performance orientations. The findings suggest that the goals and outcomes students seek to attain in an educational context are partly dictated by their sensitivity to different environmental cues and the kinds of affective and behavioral responses these typically incite.

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