Investigating the Impact of an Intervention to Promote Mastery Goal Orientation

2021 ◽  
pp. 009862832110262
Author(s):  
Ordene V. Edwards ◽  
Herman G. Ray ◽  
Marion Granger
Keyword(s):  
Goal Orientation ◽  
Control Group ◽  
Management Activity ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Upper Level ◽  
And Performance ◽  
Psychology Course ◽  
Approach Goals ◽  
The Impact

Background Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions specifically in upper-division online elective psychology courses has not been studied. Objective The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-efficacy, and academic performance over time. Method Fifty-eight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study. Results Contrary to our predictions, there were no significant differences between conditions on any of the outcomes. Conclusion Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course. Teaching Implications Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention are discussed.

Mastery Goal Orientation and Performance Affect the Development of Leader Efficacy During Leader Development

2017 ◽  
Vol 25 (1) ◽  
pp. 30-46 ◽  
Author(s):  
Stefanie K. Johnson ◽  
Stefanie Putter ◽  
Rebecca J. Reichard ◽  
Krista Hoffmeister ◽  
Konstantin P. Cigularov ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Leader Development ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Leader Efficacy ◽  
And Performance

scholarly journals GOAL ORIENTATION ATLET DI MASA PANDEMI COVID-19

2021 ◽  
Vol 5 (2) ◽  
pp. 416
Author(s):  
Sitti Fathimah Herdarina Darsim ◽  
Retno Hanggarani Ninin
Keyword(s):  
Goal Orientation ◽  
Extrinsic Motivation ◽  
Active Role ◽  
Qualitative Approach ◽  
Motivational Orientation ◽  
The Internet ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Interview Technique ◽  
The Impact

Goal orientation is a motivational orientation that can affect the way individuals pursue their goals and competencies in achieving those goals. Goal orientation is one of the psychological aspects that can have an impact due to the current pandemic situation. Athletes must do independent training, even though they are in preparation for the championship. This study aims to know the athletes goal orientation during the Covid-19 pandemic. This study uses a qualitative approach. Participants have the following criteria: (1) Athletes who play an active role in one sport for at least 5 years and (2) are facing the impact of the Covid-19 pandemic in the form of having to do independent training. Participants in this study amounted to 3 people with the details of 1 taekwondo athlete, 1 jujitsu athlete, and 1 fencing athlete. Data is collected by interview technique. The finding fact is divided into several categories and labeled with special terms. After that, the facts found were interpreted. The results showed that the goal orientation in three subjects is dominated by Mastery Goal Orientation (MGO). They try to develop skills and competencies to compete via the internet by their own initiative. Moreover, one of the athletes, Y showed Performance Approach Goal Orientation (PAPGO), an extrinsic motivation to get an appraisal or avoid punishment from the coach. Goal orientation merupakan orientasi motivasi yang dapat mempengaruhi cara individu dalam mengejar tujuan dan kompetensi mereka dalam mencapai tujuan tersebut. Goal orientation menjadi salah satu aspek psikologis yang dapat terdampak akibat situasi pandemi saat ini. Para atlet harus melakukan latihan mandiri, padahal mereka sedang dalam persiapan untuk menghadapi kejuaraan. Penelitian ini bertujuan untuk mengetahui gambaran goal orientation atlet di masa pandemi Covid-19. Penelitian ini menggunakan pendekatan kualitatif. Partisipan memiliki kriteria: (1) Atlet yang berperan aktif pada satu cabang olahraga selama minimal 5 tahun dan (2) sedang menghadapi dampak pandemi Covid-19 dalam bentuk keharusan melakukan latihan mandiri. Partisipan dalam penelitian ini berjumlah 3 orang dengan rincian 1 orang atlet taekwondo, 1 orang atlet jujitsu, dan 1 orang atlet anggar. Pengambilan data dilakukan dengan teknik wawancara. Fakta temuan dibagi ke dalam beberapa kategori dan dilabeli dengan istilah khusus. Setelah itu, fakta yang ditemukan dimaknai. Hasil penelitian menunjukkan bahwa goal orientation pada ketiga subjek didominasi oleh Mastery Goal Orientation (MGO). Mereka berusaha mengembangkan keterampilan dan kompetensi untuk bertanding melalui melalui internet dengan inisiatif sendiri. Selain itu, ditemukan Performance Approach Goal Orientation (PAPGO) pada seorang subjek yang mengorientasikan latihannya untuk mendapatkan penilaian atau menghindari hukuman dari pelatih.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation

2018 ◽  
Vol 44 (8) ◽  
pp. 1258-1269 ◽  
Author(s):  
Liat Levontin ◽  
Anat Bardi
Keyword(s):  
Goal Orientation ◽  
Performance Studies ◽  
Goal Orientations ◽  
Social Goals ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Effects ◽  
Predicting Performance ◽  
Achievement Contexts

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

Investigating the Association Between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

2016 ◽  
Vol 38 (4) ◽  
pp. 530-553 ◽  
Author(s):  
Kenneth M. Tyler ◽  
Jennifer L. Burris ◽  
Sean T. Coleman
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Goal Orientation ◽  
Classroom Behavior ◽  
Home School ◽  
Classroom Behaviors ◽  
School Students ◽  
Mastery Goal ◽  
And Performance ◽  
Disruptive Classroom Behaviors

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students’ reports of perceived home-school dissonance, several motivational antecedents of academic performance, and disruptive classroom behaviors. Six hundred sixty middle school students completed six subscales of the Patterns of Adaptive Learning Scales (PALS), including the Home-School Dissonance subscale, Mastery Goal, Performance Approach, and Performance Avoidance Goal Orientations, and the Disruptive Classroom Behavior subscales. Home-school dissonance scores were significantly associated with lower mastery goal orientation and lower academic efficacy scores. Home-school dissonance scores were also significantly associated with higher disruptive classroom behavior scores and higher performance approach and performance avoidance goal orientation scores. In addition, structural equation modeling with multiple mediators showed that mastery goal orientation and performance approach goal orientation mediated the relationship between home-school dissonance and disruptive classroom behavior.

scholarly journals The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

2019 ◽  
Vol 4 (2) ◽  
pp. 117
Author(s):  
Berliana Henu Cahyani ◽  
Asmadi Alsa ◽  
Neila Ramdhani ◽  
Fakher Nabeel Khalili
Keyword(s):  
Classroom Management ◽  
Goal Orientation ◽  
Mathematics Learning ◽  
Self Regulation ◽  
Sampling Technique ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom manage­ment and mastery goals concurrently.

Enhancement of Death Acceptance by a Grief Counseling Course

1992 ◽  
Vol 25 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Harvey J. Irwin ◽  
Elizabeth B. Melbin-Helberg
Keyword(s):  
Initial Level ◽  
Grief Counseling ◽  
Control Group ◽  
Course Assessment ◽  
Two Component ◽  
And Performance ◽  
The Impact ◽  
Emotional Level ◽  
Sustained Increase ◽  
Death Acceptance

The impact of a grief counseling course was investigated in terms of Klug and Sinha's two-component formulation of death acceptance [1]. Compared to a control group, participants in the course showed a significant and sustained increase in cognitive confrontation of death, and in the assimilation of these attitudes at an emotional level. Identified predictors of the extent of the effect include the individual's initial level of death acceptance and performance in two of three aspects of course assessment.

Does negative teacher behavior influence student self-efficacy and mastery goal orientation?

2020 ◽  
Vol 71 ◽  
pp. 101653
Author(s):  
Kathan Dushyant Shukla ◽  
Samvet Kuril ◽  
Vijaya Sherry Chand
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Teacher Behavior ◽  
Mastery Goal Orientation ◽  
Mastery Goal
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