A Multicomponent Measure of Writing Motivation With Basic College Writers

2015 ◽  
Vol 39 (1) ◽  
pp. 31-43 ◽  
Author(s):  
Charles A. MacArthur ◽  
Zoi A. Philippakos ◽  
Steve Graham
Keyword(s):  
Community College ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Design Research ◽  
Developmental Writing ◽  
Writing Quality ◽  
Writing Classes ◽  
College Writers ◽  
Avoidance Goals

The purpose of the current study was to develop and validate a measure of motivation for use with basic college writers that would measure self-efficacy, achievement goals, beliefs, and affect. As part of a design research project on curriculum for community college developmental writing classes, 133 students in 11 classes completed the motivation scales at the beginning and end of the semester along with measures of writing quality. Single factors were found for self-efficacy and affect. For goal orientation, factors were found for mastery, performance, and avoidance goals. For beliefs, factors were found for beliefs related to the content of writing and to conventions. Anticipated patterns of correlations among the factors were found. The validity of the scales was further supported by significant differences in the anticipated direction between higher and lower level classes on five of seven factors. In addition, significant changes were noted from pretest to posttest in the anticipated direction on six of seven factors.

Achievement Motives, Self-Efficacy, Achievement Goals, and Academic Achievement at Multiple Stages of Education: A Longitudinal Analysis

2013 ◽  
Vol 112 (3) ◽  
pp. 771-787 ◽  
Author(s):  
Gunnar Bjørnebekk ◽  
Åge Diseth ◽  
Robin Ulriksen
Keyword(s):  
Academic Achievement ◽  
Path Analysis ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Longitudinal Research ◽  
Science Students ◽  
Achievement Level ◽  
Measuring Achievement ◽  
And Performance ◽  
Avoidance Goals

The present study investigated the joint effects of achievement motives, self-efficacy, and achievement goals as predictors of subsequent academic achievement among educational science students. A longitudinal research design allowed for measurement of motivational variables at several stages of education during bachelor courses (subsequent to the introductory courses), firstly by measuring achievement motives, secondly by self-efficacy and achievement goals. Subsequently, students' academic achievement level was measured at four different points in time, until they finished the last course for their bachelor degrees. A multivariate path analysis showed consistent relations between the motivational variables. The motive to avoid failure positively predicted the adoption of avoidance goals (both mastery and performance) and negatively predicted self-efficacy. Academic achievement was mainly predicted by the motive for success and performance-avoidance goals. The path analysis also showed strong relationships between the examination grades at different points in time.

scholarly journals Do Teachers’ Achievement Goals and Self-efficacy Beliefs Matter for Students’ Learning Experiences? Evidence from Two Studies on Perceived Teaching Quality and Emotional Experiences

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Stefan Janke ◽  
Julia Hein ◽  
Raven Rinas ◽  
Oliver Dickhäuser ◽  
...  
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Teacher Motivation ◽  
Learning Experiences ◽  
Teaching Quality ◽  
And Performance ◽  
Avoidance Goals ◽  
Teacher Motivations

Although teacher motivation is posited to matter for students’ learning experiences, this remains largely uninvestigated, particularly in higher education. In two studies, we analyzed the role of higher education teachers’ achievement goals and self-efficacy for students’ learning experi-ences. In Study 1 (k = 166 teachers, n = 2,106 students), we assessed teachers’ motivations at the semester start, and students’ course-specific perceptions of teaching quality (overall rating, learning) and emotions (joy, boredom) at the semester end. Latent multilevel modeling indicat-ed favorable associations for teachers’ self-efficacy, but not for their goals. In Study 2 (k = 96 teachers, n = 16,009 students), we assessed the same constructs and measured students’ learn-ing experiences weekly regarding 828 specific course sessions. Additionally, we included teach-ers’ session-specific motivations. Results replicated the effects of self-efficacy on the teacher-level and suggested that performance-approach and performance-avoidance goals primarily matter on the level of specific sessions. This affirms the relevance of teacher motivations and il-luminates the importance of their specificity.

scholarly journals Structure and Relationships of University Instructors’ Achievement Goals

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Robert Grassinger ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Linear Models ◽  
Teaching Quality ◽  
Theoretical Concept ◽  
Confirmatory Factor Analyses ◽  
University Instructors ◽  
Work Avoidance ◽  
Measuring Achievement ◽  
Avoidance Goals

The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 146 males, 92 females) answered a questionnaire measuring achievement goals, self-efficacy, and enthusiasm in altogether 392 courses. Teaching quality was assessed using reports from 9,241 students who were attending these courses. Confirmatory factor analyses revealed mastery, performance approach, performance avoidance, work avoidance, and relational goals as being distinguishable from each other. Distinct relationships were found between different instructors’ achievement goals, and gender, age, and career status as well as self-efficacy and enthusiasm. Hierarchical linear models suggested positive associations of instructors’ mastery goals with teaching quality, while negative associations were indicated for performance avoidance goals and work avoidance goals in relation to teaching quality. Exploratory analyses conducted due to a quite large correlation between performance approach and performance avoidance goals indicated that for university instructors, differentiating performance goals into appearance and normative components might also be adequate. All in all, the study highlights the auspiciousness of the theoretical concept of university instructors’ achievement goals and contributes to making it comprehensively accessible.

Case Study Instruction Experiences in Educational Psychology and Pre-Service Teachers’ Achievement Goals for Learning

2020 ◽  
pp. 009862832097726
Author(s):  
Alyssa R. Gonzalez-DeHass ◽  
Patricia P. Willems ◽  
María D. Vásquez-Colina
Keyword(s):  
Educational Psychology ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Traditional Students ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Mastery Approach

Case studies have become a popular vehicle for pre-service teachers to be introduced to the challenges of classroom teaching and participate in hypothetical classroom decision-making. Because of the similarity of case study instruction to those classroom structures proven to influence a student’s adoption of mastery-approach goals, we expected that case study learning would predict educational psychology students’ adoption of these adaptive goals. However, there is limited empirical research on the impact of case study instruction on student’s motivation, particularly for students’ adoption of achievement goals. Therefore, the purpose of this study was to examine the relationships between students’ perceived experiences in case study instruction and each of four achievement goals identified in the goal literature. Since self-efficacy may be another important influence on students’ achievement goals, we also included it as another predictor variable in our regression analyses. Both online and traditional on-campus students are included in this study. While neither performance goal was significantly related to case study instruction for either class format, perceptions of case study instruction predicted online students’ mastery-approach goals and predicted lower rates of mastery-avoidance goals in traditional students. Self-efficacy predicted greater likelihood of mastery-approach goals for traditional students and lower rates of mastery-avoidance goals in both class formats.

scholarly journals Humor in University Teaching: Role of Teachers’ Achievement Goals and Self-efficacy for their use of Content-related Humor

2019 ◽  
Author(s):  
Martin Daumiller ◽  
Sonja Bieg ◽  
Oliver Dickhäuser ◽  
Markus Dresel
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
University Teaching ◽  
Quality Of Higher Education ◽  
Teaching Role ◽  
Student Assessments ◽  
Avoidance Goals ◽  
Instructional Humor

Teachers’ content-related humor matters for the quality of higher education, however, little is known about the circumstances under which teachers use it. From a socio-cognitive perspective, teachers’ achievement goals and self-efficacy appear to be relevant personal precursors. We investigated their effects on content-related humor in two studies. In Study 1, 229 teachers (79 female; 159 PhDs; 33 full professors) participated with 387 courses while 10,296 students assessed the humor in these courses. Study 2 used a similar design for 45 teachers (20 female; 27 PhDs, 9 full professors), 116 course sessions, and 2,333 student assessments. Three-level-analyses pointed to substantial variance in students’ assessments of content-related humor which could be attributed to differences between courses/sessions within teachers (ICC=.12–.13) and between teachers themselves (ICC=.21). In both studies, performance (appearance component) avoidance goals emerged as negative predictors, and relational goals and self-efficacy as positive predictors of content-related humor, highlighting the relevance of instructors’ motivations for the use of instructional humor.

scholarly journals ELLs in Higher Education: Self-Efficacy Beliefs and Goal Orientation

2020 ◽  
Author(s):  
Alessandro Benati ◽  
HONG SHI ◽  
Hassan Mohebbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Goal Orientation ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
College Level ◽  
Mastery Goals ◽  
Mastery Goal Orientation ◽  
Avoidance Goals

Abstract The present study aims to investigate the self-efficacy and goal orientation of college-level English Language Learners (ELLs). It further explores the relationship between self-efficacy and goal orientation. The data was collected from 198 ELLs by using an English Language Learning Survey. The participants had positive self-efficacy towards their English learning. ELLs who were more than 25 years old had a higher level of self-efficacy than those who were less than 25 years old. Moreover, females had a greater mastery goal orientation tendency than males. We also witnessed a positive correlation between self-efficacy and mastery goals, whereas self-efficacy was negatively correlated with performance-avoidance goals. Based on the findings of this study, teachers are encouraged to provide scaffolding and set assessment focus on ELLs improvement and mastery of content to enhance their self-efficacy and facilitate adopting mastery goals.

scholarly journals Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

2019 ◽  
Vol 11 (3) ◽  
pp. 775 ◽  
Author(s):  
Xinqiao Liu ◽  
Xueheng Gao ◽  
Siqing Ping
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Negative Emotions ◽  
Psychological State ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Academic Self Efficacy

In 1982, the “one-child policy” was implemented by China’s Constitution, which led to the majority of post-1990s college students in China being the only child in their family. Unique characteristics have been demonstrated in psychological development of post-1990s Chinese college students due to the lack of sibling companionship, and the relationship between their psychological state and academic performance can affect their future academic sustainability. This paper used Beijing College Students Panel Survey (BCSPS) data to study the role of negative emotions, achievement goals, and academic self-efficacy on academic performance and gives a panoramic description of the China’s post-1990s college students’ psychological states based on the four-year data of more than 2000 college students who enrolled in 2008. We then used regression analysis and a two-way fixed effect model to study the effects of the psychological state on academic performance. The research conclusions of the study are as follows: (1) The levels of negative emotions, achievement goals, and academic self-efficacy vary according to the grade and gender of college students; (2) among all negative emotions discussed, only anxiety presents a significant predictive effect on academic performance, while the effect of stress and depression is not significant; (3) the presence of level of mastery–approach goals is higher than the other three achievement goals, and college students’ academic self-efficacy keeps decreasing from freshman to junior year; (4) performance–approach goals and academic self-efficacy are identified as having a significant promoting effect on academic performance; (5) mastery–avoidance goals and performance–avoidance goals are proven to have a negative effect on academic performance. This paper discusses the contribution of the psychological sustainability and sustainable development to college students’ academic performance from a primary intervention perspective. We believe that it is feasible to improve academic achievement by improving noncognitive factors, such as mental state, to achieve academic sustainability.

scholarly journals Who Thrives Under Pressure? Predicting the Performance of Elite Academy Cricketers Using the Cardiovascular Indicators of Challenge and Threat States

2013 ◽  
Vol 35 (4) ◽  
pp. 387-397 ◽  
Author(s):  
Martin J. Turner ◽  
Marc V. Jones ◽  
David Sheffield ◽  
Matthew J. Slater ◽  
Jamie B. Barker ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Self Report ◽  
Superior Performance ◽  
Future Research ◽  
Challenge And Threat ◽  
Batting Performance ◽  
And Performance ◽  
Avoidance Goals

This study assessed whether cardiovascular (CV) reactivity patterns indexing challenge and threat states predicted batting performance in elite male county (N = 12) and national (N = 30) academy cricketers. Participants completed a batting test under pressure, before which CV reactivity was recorded in response to ego-threatening audio instructions. Self-reported self-efficacy, control, achievement goals, and emotions were also assessed. Challenge CV reactivity predicted superior performance in the Batting Test, compared with threat CV reactivity. The relationships between self-report measures and CV reactivity, and self-report measures and performance were inconsistent. A small subsample of participants who exhibited threat CV reactivity, but performed well, reported greater self-efficacy than participants who exhibited threat CV reactivity, but performed poorly. Also a small subsample of participants who exhibited challenge reactivity, but performed poorly, had higher avoidance goals than participants with challenge reactivity who performed well. The mechanisms for the observed relationship between CV reactivity and performance are discussed alongside implications for future research and applied practice.

How achievement goals affect students' well-being and the relationship model between achievement goals, academic self-efficacy and affect at school

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dorothea Wahyu Ariani
Keyword(s):  
Self Efficacy ◽  
Achievement Goals ◽  
Well Being ◽  
Equation Modeling ◽  
Content Type ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Positive Effect

PurposeThis study aims to examine how students with different goals differ in their subjective well-being, including academic self-efficacy (ASE) and affect at school (AAS). There are four goal orientations that motivate students to achieve academic performance. Therefore, this study examined the relationship between the four dimensions of achievement goals (AGs), ASE and AAS. It also examined five relationship models between these variables.Design/methodology/approachThis study was conducted using a survey method with a questionnaire on 516 students at several private universities in Yogyakarta who have been studying for at least two years. After testing the validity and reliability of the measurements, correlation testing was conducted to determine the relationship between the two variables. Furthermore, testing of the five relationship models was conducted using structural equation modeling (SEM) with a two-step approach.FindingsThe findings showed that each goal was directly related to students' well-being with a diverse relationship nature. Furthermore, mastery-approach goals (MApGs) were the types that most consistently have a positive effect on students' well-being. Also, performance-avoidance goals (PAvGs) consistently and negatively affected students' well-being, while performance-approach goals (PApGs) produced various influences and relationships. In addition, mastery-avoidance goals (MAvGs) are among the four AGs that still need to be studied, especially in educational settings. This is because they had no effect on ASE either directly or indirectly.Research limitations/implicationsThe limitation of this study was using cross-sectional data and self-report in data collection. Furthermore, the respondents were limited to private university students, and they were few in number.Practical implicationsMApGs had a positive effect on ASE and AAS, while PAvGs can reduce ASE and cause negative effects. Therefore, higher institutions in Indonesia need to provide a curriculum that can increase students' curiosity, creativity and involvement in the learning process. This will make them confident in their abilities and have a positive attitude in school and the society. Also, this study showed that a PApG is not a negative goal because it can increase students' confidence in their abilities. This competency feeling needs to be fostered because it encourages them to increase knowledge and learning content, as well as increase their positive effects.Originality/valueThis paper addressed the need to understand how to generate and increase students’ motivation.

scholarly journals The Role of Parental Self-Efficacy in Explaining Children’s Academic Outcomes

2020 ◽  
Author(s):  
Andreja Bubić ◽  
Antonela Tošić ◽  
Irena Mišetić
Keyword(s):  
Parental Involvement ◽  
Educational Outcomes ◽  
Self Efficacy ◽  
Achievement Goals ◽  
Personal Characteristics ◽  
School Students ◽  
Perceived Academic Control ◽  
Work Avoidance ◽  
Academic Control ◽  
Avoidance Goals

Students’ educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students’ academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents’ engagement to children’s educational outcomes.

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