scholarly journals Motivational orientations of college band students: A cross-cultural examination of a collective 2 x 2 achievement goal model

2017 ◽  
Vol 47 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Leonard Tan ◽  
Peter Miksza
Keyword(s):  
Adaptive Learning ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Cross Cultural ◽  
Achievement Goal ◽  
Goal Model ◽  
Band Students ◽  
The Us ◽  
Model Invariance ◽  
College Band

The purpose of this study was to determine the cross-cultural validity of a collective achievement goal model using a sample of non-music-major college band students from the US and Singapore. The study was situated within a theoretical framework that posited individual and collective achievement goal orientations of mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. These constructs were also examined in relation to three adaptive learning outcomes: flow, grit, and commitment to band. Confirmatory factor analyses indicated that whether considering the US, the Singapore, or the entire sample, the collective 2 × 2 achievement goal framework yielded a superior fit to the data when compared with four competing dichotomous and trichotomous models. Model invariance testing found that although the collective 2 × 2 achievement goal model appears to fit fairly well to the data from both groups of participants, cross-cultural model invariance can only be claimed conditionally. Hierarchical regression indicated that independent of any variation already explained by achievement goal sub-scales from the individual perspective, scales from the collective perspective explained a small but significant increase in variance for flow.

scholarly journals Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement

2019 ◽  
Vol 13 ◽  
Author(s):  
Mingming Zhou ◽  
Olusola O. Adesope ◽  
Philip H. Winne ◽  
John C. Nesbit
Keyword(s):  
Goal Orientations ◽  
Achievement Goal ◽  
Epistemic Beliefs ◽  
Achievement Goal Orientations ◽  
Learning Beliefs ◽  
Goal Model ◽  
Achievement Data ◽  
Low Performance ◽  
Motivation And Learning ◽  
And Task

Abstract We examined whether undergraduates’ achievement goal orientations could be represented as profiles and whether profiles were linked to self-reported motivation, epistemic beliefs and academic achievement. Data collected during an undergraduate course were analyzed using a clustering technique. Using the 2 × 2 goal model (Elliot & McGregor, 2001), we identified five achievement goal profiles. Our findings suggest the interaction of goal orientations supports varying interpretations of students’ motivation and learning beliefs. Although no statistically significant differences in achievement were found across clusters, a High-Approach-Low-Avoidance cluster displayed an adaptive profile that was most positive towards learning and self but least anxious about exams. In contrast, a Performance-Avoidance-Dominant cluster demonstrated a maladaptive pattern of lowest self-efficacy and task value, and higher anxiety. Further, High-Approach-Low-Avoidance and Low-Performance-Avoidance clusters recognized that knowledge is not simple and authority could be questioned, compared to the other groups.

scholarly journals Academic Stressors as Predictors of Achievement Goal Orientations of American and ESL International Students

2019 ◽  
Vol 9 (4) ◽  
pp. 1134-1154
Author(s):  
Xi Lin ◽  
Shu Su ◽  
Alyssa McElwain
Keyword(s):  
College Students ◽  
International Students ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Education Professionals ◽  
American Students ◽  
The Us ◽  
Higher Education Professionals ◽  
The Relationship

This study explores academic stressors and achievement goal orientations of college students, and the relationship between these variables using academic stressors as predictors. As the number of English as a Second Language (ESL) international students has increased rapidly in the US, students’ status (American or ESL international) was also examined. A total of 715 students participated in the study from two universities in the US. Results show that ESL international and American students have different achievement goal orientations and academic stressors. Additionally, student status and academic stressors predict college students’ various goal orientations. The implications provide useful suggestions to higher education professionals in order to better understand and assist diverse students to succeed in academia.

A Cross-Cultural Examination of University Students’ Motivation Toward Band and Academics in Singapore and the United States

2017 ◽  
Vol 65 (4) ◽  
pp. 416-438 ◽  
Author(s):  
Leonard Tan ◽  
Peter Miksza
Keyword(s):  
United States ◽  
The United States ◽  
Goal Orientations ◽  
Cross Cultural ◽  
Self Report ◽  
Cultural Groups ◽  
Academic Field ◽  
Cross Cultural Differences ◽  
Band Students ◽  
Approach Goals

The purpose of the study was to investigate how university band students’ (non–music majors) motivational goal orientations toward band and academics differ across participants from Singapore ( n = 200) and the United States ( n = 227) and examine how they relate to a suite of adaptive dispositions (i.e., flow, grit, and commitment) relevant for 21st-century learning. Data were gathered via a self-report questionnaire that measured achievement goal orientations toward academic major, individual and collective goal orientations toward band, flow during rehearsals, grit while practicing, and commitment to band. An unexpected lack of cross-cultural differences was found, with participants from both cultural groups reporting higher levels of motivation toward their major academic field compared to band, indicating that achievement domain rather than culture accounted for differences in motivational goal orientations. Results also suggest that the optimal motivational profile to cultivate in large ensemble is a combination of individual mastery-approach and collective performance-approach goals.

scholarly journals ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA

2017 ◽  
Vol 75 (4) ◽  
pp. 366-374
Author(s):  
Nino Rachvelishvili
Keyword(s):  
Language Learning ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
Positive Attitude ◽  
English Language ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation

The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched. The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly. Key words: achievement motivation, achievement goal orientation, master approach, master avoidance, performance approach, performance avoidance.

Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations

2019 ◽  
Vol 40 (5) ◽  
pp. 456-473 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Nansook Park
Keyword(s):  
Indirect Effects ◽  
Academic Engagement ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Emotional Engagement ◽  
Achievement Goal Orientations ◽  
Approach Goals ◽  
Intermediate Variables ◽  
Mastery Approach

Perceptions of kindness at school have been linked to a few positive psychological outcomes including optimism, happiness, life satisfaction, and social goals. However, limited evidence has been generated on how kindness relates to academic-related outcomes. This study explored the association of perceived school kindness with different domains of academic engagement. It also examined whether school kindness would have indirect effects on engagement outcomes via the intermediate variables – achievement goal orientations (i.e., mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals). Results showed that school kindness was positively correlated to agentic, behavioral, cognitive, and emotional engagement. Bias-corrected bootstrapping analyses demonstrated that perceived school kindness had indirect effects on behavioral engagement and cognitive engagement via the intermediate variables, approach goals. While mastery-approach goals mediated the link between perceived school kindness and emotional engagement, performance-approach goals mediated the association of perceived school kindness with agentic engagement. Theoretical and practical implications of the findings are discussed.

Measurement Invariance of a Universal Behavioral Screener Across Samples From the USA and Germany

2018 ◽  
Vol 34 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Gino Casale ◽  
Robert J. Volpe ◽  
Brian Daniels ◽  
Thomas Hennemann ◽  
Amy M. Briesch ◽  
...  
Keyword(s):  
Measurement Invariance ◽  
Student Behavior ◽  
Cross Cultural ◽  
Cross Cultural Comparison ◽  
School Based ◽  
Cultural Research ◽  
Universal Screener ◽  
Confirmatory Factor ◽  
The Us ◽  
The Usa

Abstract. The current study examines the item and scalar equivalence of an abbreviated school-based universal screener that was cross-culturally translated and adapted from English into German. The instrument was designed to assess student behavior problems that impact classroom learning. Participants were 1,346 K-6 grade students from the US (n = 390, Mage = 9.23, 38.5% female) and Germany (n = 956, Mage = 8.04, 40.1% female). Measurement invariance was tested by multigroup confirmatory factor analysis (CFA) across students from the US and Germany. Results support full scalar invariance between students from the US and Germany (df = 266, χ2 = 790.141, Δχ2 = 6.9, p < .001, CFI = 0.976, ΔCFI = 0.000, RMSEA = 0.052, ΔRMSEA = −0.003) indicating that the factor structure, the factor loadings, and the item thresholds are comparable across samples. This finding implies that a full cross-cultural comparison including latent factor means and structural coefficients between the US and the German version of the abbreviated screener is possible. Therefore, the tool can be used in German schools as well as for cross-cultural research purposes between the US and Germany.

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