The Effects of Mastery Goal Orientation and Time Management Ability on Job Search Self-Efficacy in the Vocational Education of Engineering College Students

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

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Efikasi Diri Bahasa Inggris sebagai Mediator antara Orientasi Tujuan Penguasaan dan Keterikatan Siswa Belajar Bahasa Inggris

Gadjah Mada Journal of Psychology (GamaJoP) ◽

10.22146/gamajop.45784 ◽

2019 ◽

Vol 4 (1) ◽

pp. 76

Author(s):

Adrielina Firdausi ◽

Bhina Patria

Keyword(s):

Student Engagement ◽

Goal Orientation ◽

Self Efficacy ◽

Sampling Technique ◽

Positive Role ◽

Mastery Goal Orientation ◽

Mastery Goal ◽

Student Efficacy ◽

Self Confidence ◽

Learning English

English Self-efficacy is a self-confidence in English proficiency which is important to student behaviour on learning process. This study aims to investigated the role of english self efficacy in mediating the relationship between mastery goal orientation and student engagement on learning English. The method was quantitative using survey approach with 173 subjects. The subject was 173 students of 10th and 11st grade in SMA Negeri 9 Yogyakarta in 2016/2017 selected by purposive sampling technique. The Morgan-Jinks Student Efficacy State modification scale, student engagement modification scale, and mastery goal orientation scale were used in this study. The result showed that English self-efficacy was partially mediated. The mastery goal orientation directly had positive role to the student engagement (B= 0,468; p<0,001). The mastery goal orientation had positive role to the student engagement on learning English with self-efficacy as mediator (B’=0,369; p<0,001), English self-efficacy on boys were higher than girls.

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Pengaruh Bimbingan Karier terhadap Efikasi Diri dalam Pengambilan Keputusan Karier pada Siswa

Gadjah Mada Journal of Psychology (GamaJoP) ◽

10.22146/gamajop.33093 ◽

2018 ◽

Vol 2 (2) ◽

pp. 86

Author(s):

Dyan Widyaningrum ◽

Thomas Dicky Hastjarjo

Keyword(s):

Decision Making ◽

Goal Orientation ◽

Self Efficacy ◽

Career Guidance ◽

Career Decision ◽

Analysis Of Covariance ◽

Career Decision Making ◽

Mastery Goal Orientation ◽

Mastery Goal ◽

Experimental Group

This study aimed to determine the effect of career guidance on the self-efficacy in career decision-making with mastery goal orientation as co-variables. The research design used quasi experiment consisting of two groups: the experimental group and the control group. The experimental group received treatment (career guidance). Self-efficacy in career decision-making was measured using the questionnaire of self-efficacy in career decision-making and mastery goal orientation was measured with a scale of mastery goal orientation. Career guidance module was administered to the experimental group. Subjects in this study amounted to 48 students a class XI of SMA X in Yogyakarta. Analysis of covariance was used to analyse the data and resulted in no relationship between mastery goal orientation and self-efficacy in career decision making (p>.05). Therefore the analysis turned to mixed anova resulting that there was the effects of the career guidance to self efficacy in career decision making (F=104.074; p<0.05).

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Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms

Teaching and Teacher Education ◽

10.1016/j.tate.2017.08.017 ◽

2018 ◽

Vol 69 ◽

pp. 1-10 ◽

Cited By ~ 12

Author(s):

Rebecca Lazarides ◽

Janine Buchholz ◽

Charlott Rubach

Keyword(s):

Goal Orientation ◽

Student Motivation ◽

Self Efficacy ◽

Mastery Goal Orientation ◽

Mastery Goal ◽

Mathematics Classrooms ◽

Teacher Enthusiasm

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Models of pre-service teachers' academic achievement: The influence of cognitive motivational variables

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v14i2.4015 ◽

2014 ◽

pp. 71-95 ◽

Cited By ~ 2

Author(s):

Felicia Castro-Villarreal ◽

Norma Guerra ◽

Daniel Sass ◽

Pei-Hsuan Hseih

Keyword(s):

Academic Achievement ◽

Goal Orientation ◽

Self Efficacy ◽

Structural Equation ◽

Teacher Educators ◽

Personal Control ◽

Equation Modeling ◽

Modified Model ◽

Mastery Goal Orientation ◽

Mastery Goal

Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire to assess personal control, internal causality, self-efficacy, mastery goal orientation, and final course grade and (2) a problem-solving activity to identify engagement style: action- or process-oriented. The proposed theoretical model produced a poor model fit and thus a modified model was forwarded that directly linked self-efficacy with final course grade rather then mediated by mastery goal orientation. Results supported the modified model and suggested that the cognitive motivational variables under investigation played important roles in predicting students’ grades, with self-efficacy acting as the mediator between both internal causality and personal control and students’ final course grade. This study also demonstrated that the modified model was relatively invariant across gender, ethnicity, and engagement style. Implications for both teacher educators and teachers for understanding the complex links between cognitive motivational variables and academic achievement with a predominately Hispanic sample are discussed.

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Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science

Science Education International ◽

10.33828/sei.v31.i4.1 ◽

2020 ◽

Vol 31 (4) ◽

pp. 328-333

Author(s):

Münevver Subaşi ◽

Keyword(s):

Coping Strategies ◽

Goal Orientation ◽

Coping Strategy ◽

Self Efficacy ◽

Goal Orientations ◽

Equation Modeling ◽

Motivational Beliefs ◽

Mastery Goal Orientation ◽

Mastery Goal ◽

Positive Coping

This study aimed to investigate the relationships among mastery goal orientations (approach and avoidance), adaptive coping strategy (positive coping), and motivational beliefs (self-efficacy and task value) among middle school students in science. The study group consists of 249 students studying at four middle schools in one of the largest cities located in the eastern part of Turkey. The research data were collected using Achievement Goals Questionnaire, Academic Coping Inventory, and the Motivated Strategies for Learning Questionnaire. Structural equation modeling was performed using AMOS program to test the hypothesized relationships among constructs. The results showed that individuals with mastery goal orientation used more positive coping strategies. It was observed that individuals with higher self-efficacy had a higher ratio of using positive coping strategies. In addition, individuals with a high level of motivational beliefs used more mastery goal orientation. Furthermore, while mastery goal orientations positively predicted motivational beliefs and positive coping strategies, positive coping strategy was found to predict positively self-efficacy only. This study was a correlational study, but correlational studies did not help the establishment of a cause-effect (causality) relationship between the variables in question. Experimental studies can be conducted in the future to reveal the causes and effects related to the correlation between the relevant variables.

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The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽

10.2202/0027-6014.1677 ◽

2006 ◽

Vol 43 (3) ◽

Cited By ~ 8

Author(s):

Kellah M. Edens

Keyword(s):

College Students ◽

Academic Performance ◽

Goal Orientation ◽

Self Efficacy ◽

Academic Motivation ◽

College Health ◽

Sleep Habits ◽

Lack Of Sleep ◽

Relationship Of ◽

The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Associations National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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