Achievement Goals and Interpersonal Behavior: How Mastery and Performance Goals Shape Information Exchange

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

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Achievement Goals and Implicit Theories of Intelligence among Academically Talented Students

journal for the education of the gifted ◽

10.1177/016235320202500302 ◽

2002 ◽

Vol 25 (3) ◽

pp. 215-232 ◽

Cited By ~ 12

Author(s):

Karen E. Ablard

Keyword(s):

Achievement Goals ◽

Implicit Theories ◽

Intellectual Ability ◽

Learning Goals ◽

Performance Goals ◽

Academically Talented ◽

Theories Of Intelligence ◽

And Performance ◽

Talented Students ◽

Academically Talented Students

Academically talented students vary in their reasons for achievement, variation that may provide insight into differences in achievement-related behaviors (e.g., effort and avoidance of challenge) and future underachievement. There were 425 students (at or above the 97th percentile) who completed questions assessing achievement goals and personal beliefs about intelligence. Students ranged widely in learning goals that focus on understanding material and performance goals that focus on doing better than others. As learning goals became stronger, so did beliefs that intelligence can increase via effort. Of all students, 4.4% embraced performance goals and had low confidence in their intellectual ability, a combination of beliefs that can place them at risk for later underachievement.

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Perfectionism and achievement goals in athletes: Relations with approach and avoidance orientations in mastery and performance goals

Psychology of Sport and Exercise ◽

10.1016/j.psychsport.2007.02.002 ◽

2008 ◽

Vol 9 (2) ◽

pp. 102-121 ◽

Cited By ~ 56

Author(s):

Joachim Stoeber ◽

Oliver Stoll ◽

Eva Pescheck ◽

Kathleen Otto

Keyword(s):

Achievement Goals ◽

Performance Goals ◽

Approach And Avoidance ◽

And Performance

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Parental Effort and Outcome Goals_Preprint

10.31234/osf.io/vmq3p ◽

2021 ◽

Author(s):

Thai-Tsuan Chang

Keyword(s):

Achievement Goals ◽

Prolonged Exposure ◽

Factor Model ◽

East Asian ◽

Incremental Validity ◽

Performance Goals ◽

Parental Effort ◽

Outcome Goals ◽

Two Samples ◽

And Performance

In many East Asian societies, both Confucian emphasis on effortful learning and the instrumental value of academic grades for attaining social privilege have greatly impacted people’s achievement goals. In this study, we examined whether perceived parental effort goals and outcome goals would function independently from the often noted mastery and performance goals in prior Western literature in explaining East Asian college students’ academic dedication and self-handicapping. The reliability and the construct, concurrent, and incremental validity of newly developed scales for perceived parental effort goals and outcome goals were tested using two samples of Taiwanese students (Ns = 252, 269; 47.6% and 61.7% female; mean age = 20.44, 19.33 years). Results of confirmatory factor analyses supported the four-factor model of effort, outcome, mastery, and performance goals being distinct goal constructs. Hierarchical regression for examining the incremental validity of effort goals and outcome goals indicated that, above and beyond the influence of perceived parental mastery and performance goals, perceived parental effort goals predicted greater self-handicapping behaviors. The inverse effect of perceived parental effort goals in predicting academic adjustment may be explained by students’ sense of academic helplessness, which can be cultivated by prolonged exposure to such parental goals. The regression analyses also found perceived paternal, but not maternal, outcome goals predicted stronger academic dedication, suggesting that East Asian students may interpret paternal interest in test scores as concern for children’s future social and economic wellbeing and perceive similar maternal interest with apprehension.

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Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

10.31234/osf.io/khd8c ◽

2020 ◽

Author(s):

Junlin Yu ◽

Ros McLellan

Keyword(s):

Achievement Goals ◽

Growth Mindset ◽

Performance Goals ◽

Performance Goal ◽

Mastery Goals ◽

Fixed Mindset ◽

Achievement Data ◽

Latent Profile Analyses ◽

Meaning Systems ◽

And Performance

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14-16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. Overall, the results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.

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University Instructors’ Achievement Goals for Teaching

10.31234/osf.io/pbmxy ◽

2019 ◽

Author(s):

Martin Daumiller ◽

Oliver Dickhäuser ◽

Markus Dresel

Keyword(s):

Positive Affect ◽

Achievement Goals ◽

Teaching Quality ◽

Equation Modeling ◽

Performance Goals ◽

Goal Structure ◽

Staff Members ◽

University Instructors ◽

And Performance ◽

Avoidance Goals

Achievement goals of university instructors for teaching were examined. We investigated the structure of these goals, the stability of this structure across different groups of instructors, and the relations of these goals to teaching-related outcomes. Achievement goals, positive affect, attitudes toward help, and self-reported teaching quality were assessed in a sample of 1,066 German university instructors from three different status groups (221 full professors, 370 postdoc staff members, 427 staff members without a PhD). The results confirmed that the well-established mastery, performance approach, and performance avoidance goals are likewise valid for university instructors, and that an appearance and a normative component of performance goals can be distinguished. Learning avoidance goals could be distinguished from learning approach goals and task goals could be separated from learning and performance goals. Also, work avoidance and relational goals were distinct from all previous goals. A model representing all differentiations adequately fitted the data. The goal structure was found to be completely invariant across different status groups of instructors—however, groups differed by mean levels of goals. Structural equation modeling pointed to the relevance of the goals: Theoretically sensible relationships with positive affect, attitudes toward help, and teaching quality affirmed the predictive validity of each goal class. Again, these relations were identical for all groups of instructors, highlighting the importance of the addressed goals independent of instructor status. Taken together, this sheds light on the structure of university instructors’ achievement goals, and emphasizes the importance of this concept for analyzing instruction and learning in higher education.

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THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION

Problems of Education in the 21st Century ◽

10.33225/pec/14.58.27 ◽

2014 ◽

Vol 58 (1) ◽

pp. 27-38

Author(s):

Christian Brandmo ◽

Dijana Tiplic ◽

Eyvind Elstad

Keyword(s):

Educational Leadership ◽

Achievement Goals ◽

School Principals ◽

School Leaders ◽

Organizational Factors ◽

Achievement Goal ◽

Achievement Goal Theory ◽

Performance Goals ◽

Goal Theory ◽

And Performance

This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals’ efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals’ purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. Key words: accountability, achievement goals, educational leadership, school leaders’ motivation.

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