Students’ possible selves and achievement goals: Examining personal and situational influences in Thailand

2017 ◽  
Vol 38 (4) ◽  
pp. 408-433 ◽  
Author(s):  
Ravinder Koul ◽  
John J. Sosik ◽  
Thanita Lerdpornkulrat
Keyword(s):  
Achievement Goals ◽  
Possible Selves ◽  
Goal Orientations ◽  
Survey Study ◽  
School Type ◽  
Achievement Goal Orientations ◽  
Situational Influences ◽  
Thai Students ◽  
Approach Orientation ◽  
And Performance

This survey study conducted in vocational and academic secondary schools investigated the association of 1,060 Thai students’ self-reports of mastery, performance-approach, and performance-avoidance goal orientations with the salience and content of their hoped-for possible selves reflecting existence, relatedness, and growth needs. Results of mixed-design MANCOVA indicated mastery orientation to be higher for students identifying possible selves reflecting growth or relatedness needs than existence needs as most salient, and performance-approach orientation to be higher for students identifying possible selves reflecting existence rather than growth needs as most salient. Also, school type interacted with students’ most salient possible selves reflecting existence, relatedness, or growth needs to relate to their achievement goal orientations. The results are discussed in terms of the classic person versus situation approach to the study of achievement goals in schools, and their implications for classroom and school administration.

scholarly journals Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations

2014 ◽  
Vol 1 (3) ◽  
pp. 157-160 ◽  
Author(s):  
Liaqat Ali ◽  
Marek Hatala ◽  
Dragan Gašević ◽  
Philip H. Winne
Keyword(s):  
Learning Strategies ◽  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Relational Model ◽  
Achievement Goal Orientations ◽  
And Performance

This study aims to investigate how students’ motivated strategies of learning and their achievement goal orientations relate to their academic behaviours and performance in the context of online leaning systems. The study also develops and validates a relational model between students’ learning strategies and achievement goals.

scholarly journals Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

2018 ◽  
Vol 14 (4) ◽  
pp. 715-745 ◽  
Author(s):  
Jiamin Zhang ◽  
Yi Wang ◽  
Marina Yue Zhang
Keyword(s):  
Knowledge Sharing ◽  
Goal Orientation ◽  
Goal Orientations ◽  
Team Leaders ◽  
Team Members ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Approach Orientation ◽  
And Performance ◽  
The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

Relationship of Player Status and Time of Season to Achievement Goals and Perceived Ability in Interscholastic Athletes

1993 ◽  
Vol 5 (3) ◽  
pp. 242-252 ◽  
Author(s):  
Linda M. Petlichkoff
Keyword(s):  
Achievement Goals ◽  
Age Groups ◽  
Goal Orientations ◽  
Group Differences ◽  
Achievement Goal Orientations ◽  
Perceived Ability ◽  
Interscholastic Sport ◽  
Level Of Satisfaction ◽  
Interscholastic Athletes ◽  
Relationship Of

The purpose of this investigation was to replicate and extend previous research (16) that examined group differences (starters, primary and secondary substitutes) on achievement goal orientations, perceived ability, and level of satisfaction. Athletes (N=417), ranging in age from 14 to 18 years, responded to an interscholastic sport questionnaire at preseason and postseason. Multivariate analyses revealed significant player status and time-of-season main effects for males, females, and age groups 14–15 years, 16 years, and 17–18 years. Follow-up analyses indicated that starters were significantly higher on their perceived ability rating than primary and secondary substitutes. Group differences also revealed there were player status differences on the ability and mastery goal orientations for males and females, and for 17- to 18-year-olds. The time main effect revealed that the mastery orientation decreased from the preseason to postseason assessment.

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

Orthogonality of Achievement Goals and Its Relationship to Beliefs about Success and Satisfaction in Sport

1996 ◽  
Vol 10 (4) ◽  
pp. 398-408 ◽  
Author(s):  
Glyn C. Roberts ◽  
Darren C. Treasure ◽  
Maria Kavussanu
Keyword(s):  
Achievement Goals ◽  
Significant Interaction ◽  
Multivariate Analyses ◽  
Goal Orientations ◽  
External Factors ◽  
Task Orientation ◽  
Achievement Goal Orientations ◽  
Significant Interaction Effect ◽  
Research Task ◽  
The Relationship

The present study examined the relationship between dispositional achievement goal orientations and satisfaction and beliefs about success in sport. Participants were 333 students who were administered the Perception of Success Questionnaire (POSQ) (Roberts & Balague, 1989,1991; Roberts, Treasure, & Balague, 1995), Beliefs about Success, and Satisfaction/Interest/Boredom Questionnaires (Duda & Nicholls, 1992). Consistent with theory (Nicholls, 1984, 1989) and previous research, task and ego goal orientations were found to be orthogonal. Following an extreme group split of the task and ego subscales of the POSQ, results of a 2 X 2 (High/Low Ego; High/Low Task) multivariate analyses of variance revealed a significant interaction effect between task and ego orientation. Specifically, participants high in ego and low in task orientation believed effort to be less a cause of success while high tasMow ego-oriented individuals were the least likely to attribute success to external factors. The findings are discussed in terms of their motivational implications for athletes.

Achievement Goals and Goal Progress as Drivers of Work Engagement

2020 ◽  
pp. 003329412095977
Author(s):  
Tanja Bipp ◽  
Ad Kleingeld ◽  
Leonie Schelp
Keyword(s):  
Work Engagement ◽  
Achievement Goals ◽  
Work Motivation ◽  
Goal Orientations ◽  
Learning Performance ◽  
Learning Goals ◽  
Goal Progress ◽  
And Performance ◽  
Avoidance Goals

In two studies, we investigated the role of self-regulatory behavior in terms of achievement goals and goal progress for work engagement. Study 1 ( N = 205) revealed that trait learning goals were positively related to work engagement and performance-approach and performance-avoidance goals were unrelated to work engagement. In a second study, employees were asked to either set a (state) learning, performance-approach, or performance-avoidance goal for the upcoming work week. Goal progress and work engagement were measured one week later ( N = 106). Learning goals at the trait and state level were associated with higher work engagement and performance-avoidance goals were unrelated to work engagement. We found a positive relationship of goal progress with work engagement, in particular for employees who pursued learning or performance-approach goals. Our studies contribute to theory building by delineating the (combined) role of goal orientations (trait), state achievement goals, and goal progress for work engagement, as well as generating practical implications for the design of effective interventions to enhance work motivation in organizational practice.

Student Engagement in High School Physical Education: Do Social Motivation Orientations Matter?

2011 ◽  
Vol 30 (1) ◽  
pp. 84-98 ◽  
Author(s):  
Alex C. Garn ◽  
David R. Ware ◽  
Melinda A. Solmon
Keyword(s):  
High School ◽  
Physical Education ◽  
Social Interactions ◽  
Achievement Goals ◽  
Social Motivation ◽  
Goal Orientations ◽  
Goal Theory ◽  
Achievement Goal Orientations ◽  
High School Physical Education ◽  
Tenth Grade

High school physical education classes provide students with numerous opportunities for social interactions, but few studies have explored how social strivings impact class engagement. The purpose of this study was to investigate the relationships among 2 × 2 achievement goals, social motivation orientations, and effort in high school physical education classes using contemporary goal theory. A total of 105 ninth and tenth grade students reported their social motivation orientations, achievement goal orientations, and effort toward physical education. All four 2 × 2 achievement goals and three social motivation orientations had positive relationships with students’ self-reported effort in physical education. Further regression analysis revealed that mastery approach, performance avoidance, and social status goal orientations accounted for unique variance in explaining self-reported effort in high school physical education. Thus, students’ social strivings produce constructive outcomes in high school physical education and teachers who are able to promote healthy social climates can reap these benefits.

scholarly journals Success purpose tendencies of high school students Lise öğrencilerinin başarı amaç yönelimleri

2019 ◽  
Vol 16 (2) ◽  
pp. 662-678
Author(s):  
İlker Kösterioğlu ◽  
Ümit Çelen ◽  
Meltem Akın Kösterioğlu
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Goals ◽  
Variance Analysis ◽  
School Type ◽  
Learning Approach ◽  
School Students ◽  
Approach Tendency ◽  
Type Variable ◽  
And Performance

The aim of this research is to investigate success purpose tendencies of high school students related to the high school type variable. The data was obtained through a developed questionaire for 796 students attending different high schools in Amasya and 2x2 Achievement Goals Questionnaires. For the analyses of the data t-test, one-way variance analysis and (LSD) test to determine the differerence among the groups in the variance analysis and ki-square test were used. Furthermore, descriptive statistical scores that the students got from the scale   were presented.  When the averages investigated, it is seen that learning approach sub-scale average scores are the highest and performance avoidance average scores are the lowest. It is found out that female students have higher average scores related to learning approach and learning avoidance sub-scale whereas the male students have higher average scores in performance approach and performance avoidance sub-scale. There has seen no difference in the class level success purpose tendency average scores of the students related to the class levels. When the scores of the students related to the high school type investigated, there has seen no difference in the learning avoidance sub-scale average scores regarding to the type of school. However, there is a statistically difference in the average scores of the other sub-scale. There is a meaningful relationship between the success perception of the students and success purpose tendency sub-scale in which the students got the highest scores. The adoption in the  the percentage of learning approach tendency of the students who accept themselves partially successful  is  higher than the percentage of learning approach tendency of the students who see themselves partially unsuccessful.The adoption in the  the percentage of learning avoidance and performance avoidance tendency of the students who accept themselves partially unsuccessful is higher than the percentage of the performance approach tendency of the students who see themselves unsuccessful.ÖzetLise tipi öğrencilerinin yönelimlerinin amacı bu araştırmanın başarı hedeflerine ulaşmaktır. İlde farklı okullarda okuyan 796 öğrenciden Veri Amasya anketi oluşturulmuş ve Oryantasyon Ölçeği ile 2x2 Başarı Hedefleri toplanmıştır. Verilerin analizinde ANOVA (LSD) testi ve ki-kare testi kullanılarak farklı grupların tespiti için t testi, tek yönlü varyans analizi ve en az anlamlı fark kullanılmıştır. Ayrıca, öğrencilerden elde edilen ölçek puanlarının betimsel istatistikleri sunulmuştur. En yüksek öğrenim yaklaşımı alt puan ortalamaları incelenirken, ortalama performans kaçınma alt ölçek puanları en düşük olarak bulunmuştur.Kızların öğrenme yaklaşımı ve kaçınma alt ölçeği öğrenme, performans yaklaşımı ve performans kaçınma alt ölçekleri erkeklerin puanlarının daha yüksek olduğu bulunmuştur. Not ortalaması, başarı notu ortalamalarına göre başarı puan ortalamalarına göre farklılık göstermektedir. Lise öğrencileri, kaçınma alt ölçeği puan ortalamalarının lise türüne göre değiştiği öğrenme türlerine göre puanları incelediğinde; Diğer alt ölçek puanlarında ise istatistiksel olarak anlamlı fark olduğu belirlenmiştir. Öğrencilerin başarılarının objektif algılanması ile en yüksek puanı aldıkları yönelim oryantasyon alt ölçeği arasında istatistiksel olarak anlamlı bir ilişki olduğu bulunmuştur.Kendi kendine kısmen başarılı olan ve yaklaşma hedeflerini öğrenen öğrencilerin yüzdesinin başarılı bir şekilde benimsenmesi, kısmen görenlerin başarısız ve başarısız olmasından daha fazladır.

scholarly journals Achievement goals model validation: Is the 2X2 better than the Trichotomous?

2021 ◽  
Vol 10 (1) ◽  
pp. 142
Author(s):  
Bilson Simamora ◽  
Elisabeth Vita Mutiarawati
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Goal Orientations ◽  
Cross Sectional ◽  
New Students ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

<span>Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.</span>

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