Achievement Goals, Implicit Theories, and Intrinsic Motivation: A Test of Domain Specificity Across Music, Visual Art, and Sports

2018 ◽  
Vol 66 (3) ◽  
pp. 320-337 ◽  
Author(s):  
Chee Keng John Wang ◽  
Leonard Tan ◽  
Eugene I. Dairianathan
Keyword(s):  
Student Teachers ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Visual Art ◽  
Implicit Theories ◽  
Achievement Goal ◽  
Self Report ◽  
Domain Specificity ◽  
Education Data ◽  
Approach Goals

The purpose of this study was to test the domain specificity of achievement goals across music, visual art, and sports specializations, as measured by Elliot’s 2 × 2 achievement goal framework. Participants in the study were 103 volunteer student teachers from a teacher training institute in Singapore specializing in music, visual art, and physical education. Data were collected via self-report questionnaires that included measures of (a) the 2 × 2 achievement goal orientation constructs; (b) incremental and entity beliefs among the participants in music, visual art, and sports; and (c) participants’ enjoyment, perceived competence, effort, and tension while being engaged in music, visual art, and sports. MANOVA analyses indicated that (a) achievement goals are domain-specific and are highest in participants’ area of specialization; (b) implicit theories can be generalized across the three specializations, with higher incremental beliefs than entity beliefs reported across all specializations; and (c) enjoyment was highest for those who specialized in that particular area. Finally, mastery-approach goals positively predicted enjoyment in each specialization.

scholarly journals Antecedents of Approach-Avoidance Achievement Goal Adoption in Physical Education: A Longitudinal Perspective

2009 ◽  
Vol 28 (2) ◽  
pp. 214-232 ◽  
Author(s):  
Victoria E. Warburton ◽  
Christopher M. Spray
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Implicit Theories ◽  
Critical Time ◽  
Perceived Competence ◽  
Achievement Goal ◽  
Approach Avoidance ◽  
Goal Adoption ◽  
Mastery Avoidance ◽  
Avoidance Goals

The purpose of this study was to examine the temporal pattern of pupils’ approach-avoidance achievement goal adoption in physical education across Key Stage 3 of secondary school. Moreover, we determined the predictive utility of implicit theories of ability and perceived competence in explaining change in achievement goals, along with the moderating influence of pupils’ year group. On four occasions, over a 9-month period, 511 pupils in Years 7, 8, and 9 completed measures of perceived competence, incremental and entity beliefs, and approach-avoidance goals. Mastery-approach, mastery-avoidance, and performance-avoidance goals exhibited a linear decline over time, whereas performance-approach goals showed no significant change. Theoretical propositions regarding the antecedents of approach-avoidance goal adoption were supported. Year group was found to moderate a number of these antecedent-goal relationships. Results suggest that Year 7 is a critical time for adolescents’ motivation in school physical education.

College Students’ Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

2015 ◽  
Vol 34 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Xiaoxia Su ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Goal Orientation ◽  
Female Students ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Activity Class ◽  
Male And Female ◽  
Approach Goals ◽  
Mastery Approach

The current study examined the measurement invariance across 361 male and female college students’ 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students’ scores were fully invariant at the configural, metric, and scalar levels. Multigroup SEM analyses revealed that mastery-approach goals positively predicted intrinsic regulation and identified regulation. It also revealed that performance-approach goal was a stronger predictor of external regulation among female students than among male students. Collectively, these results provide evidence that researchers can make valid inferences about differences in achievement goal and self-regulation scores across male and female students. This study also supports the view that mastery-approach goals are motivationally beneficial, especially among female students, in college physical activity class settings.

scholarly journals Profiles of Parents’ Beliefs About Their Child’s Intelligence and Self-Regulation: A Latent Profile Analysis

2020 ◽  
Vol 11 ◽  
Author(s):  
Maren Stern ◽  
Silke Hertel
Keyword(s):  
Goal Orientation ◽  
Online Survey ◽  
Latent Profile Analysis ◽  
Implicit Theories ◽  
Profile Analysis ◽  
Self Regulation ◽  
Learning Goals ◽  
Regulatory Strategies ◽  
Approach Goals ◽  
Latent Profile

This study examined parents’ implicit theories of intelligence and self-regulation from a person-centered perspective using latent profile analysis. First, we explored whether different belief profiles exist. Second, we examined if the emergent belief profiles (1) differ by demographic variables (e.g., age, education, child’s self-regulation) and (2) are related to parents’ failure beliefs, goal orientation (i.e., learning goals, performance-approach goals, performance-avoidance goals), and co-regulatory strategies (i.e., mastery-oriented and helpless-oriented strategies). Data were collected from N = 137 parents of preschoolers who answered an online survey comprising their implicit theories about the malleability and relevance of the domains (a) intelligence and (b) self-regulation. We identified three belief profiles: profile 1 (9% of the sample) displayed an entity theory, profile 2 (61% of the sample) showed a balanced pattern of both domains of implicit theories, and profile 3 (30% of the sample) was characterized by high incremental self-regulation theories. Analyses showed that parents differed significantly in education and their perception of child self-regulatory competence depending on profile membership, with parents in profile 1 having the lowest scores compared to parents of the other profiles. Differences in parents’ failure beliefs, goal orientation, and co-regulatory strategies were also found depending on profile membership. Parents in profile 3 reported failure-is-enhancing mindsets, and mastery-oriented strategies significantly more often than parents in profiles 1 and 2. The results provide new insights into the interplay of important domains of implicit theories, and their associations with parents’ failure beliefs, goal orientation, and co-regulatory strategies.

scholarly journals TEACHERS’ PERCEPTION OF SCHOOL GOALS AND APPROACHES TO INSTRUCTION: EFFECTS ON STUDENTS’ ACHIEVEMENT GOALS

2013 ◽  
Vol 30 (1) ◽  
Author(s):  
Abdul Basit ◽  
Fazal Ur Rehman
Keyword(s):  
Secondary Schools ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Goal Structures ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
The Subject ◽  
Perceptions Of School

Secondary school is considered to be the gateway for development of other sectors of education. It provides students the opportunity for quality education and a platform from which to proceed to higher education or vocational work. It has been a challenge for secondary schools to incorporate relevant skills, knowledge, and experience in the teaching-learning process as to address students’ needs. Some students learn English better than others even if they are given the same opportunities. The present study intended to make contributions in clarifying the findings regarding effects of goal orientations on students’ academic achievement in the subject of English. This study aimed to determine the effect of teachers’ goals and approaches to instruction on student achievement goals in the subject of English at secondary level. Main objectives of the study were to Survey the teachers’ perceptions of school goal structures for students, investigate the effects of teachers’ perceptions of school goal structures and their approaches towards instruction on students’ achievement goal orientation and to determine the kind of approaches teachers had towards instruction. It is a survey research and it was conducted in conventional classrooms in government Higher Secondary schools in district Peshawar. The sample consisted of 224 male and female teachers. The Patterns for Adaptive Learning Scale (PALS) developed and revised by Midgley et al, (2000) was used for the study. Descriptive statistics and correlation analysis were applied to identify teachers’ goals and approaches to instruction and its relationship with students’ achievement goal orientation. It was concluded that teachers’ perception of school goal structure was not significantly correlated with students’ achievement goal orientation. Teachers had low mastery approaches to instruction. Gender differences were found as more female teachers had high mastery approaches to instruction than male teachers.

Achievement Goals and Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

2008 ◽  
Vol 27 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Predictive Power ◽  
Empirical Support ◽  
Achievement Goal ◽  
Mastery Goals ◽  
8Th Graders ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

scholarly journals Higher Education Teachers’ Subjective Well-being: An Achievement Goal Approach

2020 ◽  
Author(s):  
Raven Rinas ◽  
Markus Dresel ◽  
Martin Daumiller
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Positive Emotions ◽  
Education Institution ◽  
Well Being ◽  
Achievement Goal ◽  
Subjective Well Being ◽  
Theoretical Frameworks ◽  
Comprehensive Overview ◽  
Approach Goals

Research suggests that higher education teachers worldwide experience high levels of stress, burnout, and other adverse experiences due to the challenging nature of their work. To better understand why, under similar conditions, some teachers struggle while others flourish, studies are needed which recognize multiple facets of their subjective well-being (SWB) and explain differences therein using comprehensive theoretical frameworks. From an achievement goal perspective, goals can be expected to underlie differences in one’s emotions, cognitions, and behaviours in achievement contexts. However, this theoretical notion remains largely uninvestigated when it comes to understanding differences in higher education teachers’ SWB. Our research thereby offers a comprehensive overview of the associations between higher education teachers’ achievement goals and, acknowledging the multifaceted nature of SWB, their positive emotions, negative emotions, job satisfaction, and life satisfaction. For international and institutional generalizability, we conducted a study in which 1,338 teachers from three countries (Germany, the USA, and India) and two higher education institution types (research- and teaching-oriented institutions), completed measures of their achievement goals and multifaceted SWB. We found that, invariant across the different countries and higher education institutions, achievement goals were meaningfully and differentially associated with facets of SWB. Notably, mastery approach goals (task approach goals) were adaptively associated with all facets of SWB, while the opposite was found for work avoidance goals. Our findings highlight the relevance of achievement goals for understanding and supporting higher education teachers’ SWB, as well as the importance of employing differentiated and comprehensive perspectives in achievement goal and SWB research.

scholarly journals Internal medicine residents’ achievement goals and efficacy, emotions, and assessments

2018 ◽  
Vol 9 (4) ◽  
pp. e59-68 ◽  
Author(s):  
Lia Daniels ◽  
Vijay Daniels
Keyword(s):  
Internal Medicine ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Postgraduate Medical Education ◽  
Sense Of Self ◽  
Self Report ◽  
Internal Medicine Residents ◽  
Competency Based ◽  
Approach Goals ◽  
Mastery Approach

Background: Achievement goal theory is consistently associated with specific cognitions, emotions, and behaviours that support learning in many domains, but has not been examined in postgraduate medical education. The purpose of this research was to examine internal medicine residents’ achievement goals, and how these relate to their sense of self-efficacy, epistemic emotions, and valuing of formative compared to summative assessments. These outcomes will be important as programs transition more to competency based education that is characterized by ongoing formative assessments.                             Methods: Using a correlational design, we distributed a self-report questionnaire containing 49 items measuring achievement goals, self-efficacy, emotions, and response to assessments to internal medicine residents. We used Pearson correlations to examine associations between all variables.Results: Mastery-approach goals were positively associated with self-efficacy and curiosity and negatively correlated with frustration and anxiety. Mastery-approach goals were associated with a greater value for feedback derived from annual ACP exams, end-of-rotation written exams, and annual OSCEs. Performance-approach goals were only associated with valuing ACP exams.Conclusion: Mastery-approach goals were associated with self-efficacy and epistemic emotions among residents, two constructs that facilitate autonomous learning. Residents with mastery-approach goals also appeared to value a wider range of types of assessment data. This profile will likely be beneficial for learners in a competency-based environment that involves high levels of formative feedback.

scholarly journals University Students’ Perfectionistic Profiles: Do They Predict Achievement Goal Orientations and Coping Strategies?

2020 ◽  
Vol 10 (2) ◽  
pp. 57
Author(s):  
Panayiota Metallidou ◽  
Dimitrios Stamovlasis
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Latent Class ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Self Report ◽  
Group Model ◽  
And Coping

The present study aimed at investigating the effect of different perfectionistic latent profiles on university students’ personal goal orientation and coping strategies. Four hundred thirty nine university students (82.5% females) from various departments (38.5% freshmen) participated in the study. Students were asked to complete anonymously three self-report questionnaires in groups in their university classes: (a) the Almost Perfect Scale-Revised was used for measuring perfectionism as a multidimensional construct, (b) the Personal Achievement Goals questionnaire for measuring achievement goal orientation (mastery orientation, performance-approach orientation, and performance-avoidance orientation), and (c) the R-COPE questionnaire for measuring adaptive and maladaptive coping strategies for everyday problems. Latent class analysis was conducted in order to create categorical perfectionistic profiles. The data support the three-group model of adaptive and maladaptive perfectionists and non-perfectionists. The adaptive and maladaptive perfectionistic profiles differ in the level of discrepancy between personal standards and accomplishments and significantly predicted adaptive and maladaptive achievement motivation and coping, respectively.

scholarly journals The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

2020 ◽  
pp. 1356336X2097132
Author(s):  
Sarah Danthony ◽  
Nicolas Mascret ◽  
François Cury
Keyword(s):  
Physical Education ◽  
Test Anxiety ◽  
Perceived Control ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Goal Model ◽  
General Test ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Negative Factors

The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.

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