scholarly journals How Proponents and Opponents Influence Achievement Motivation: The Role of the Anticipated Emotions of Other People

2021 ◽  
Vol 23 (1) ◽  
pp. 1
Author(s):  
Bilson Simamora
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Avoidance Performance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Anticipated Emotions ◽  
Mastery Approach

There are countless studies about the influence of other people’s emotions on individuals' behavior. However, the influence of proponents' and opponents' future emotions on achievement motivation remains unclear. This study aims to fill this gap. Therefore, departing from the emotional intelligence theory, the author materializes the anticipated emotions of other people concept and tests it using a static group experimental design with success and failure scenarios, involving 203 participants chosen judgmentally. When reminded of the proponents' joyfulness caused by their success, the Mann-Whitney U test with normal approximation, supported by the Monte Carlo estimation, shows that the mastery-avoidance, performance-approach, and performance-avoidance goals of the experimental group are enhanced. Whereas, when reminded that they would be envied and make the opponents feel distressed, the performance-approach goals are improved. In the failure scenario, when the participants were directed to the proponents' distress, as a response to their failure, the four components of the achievement goals are increased: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. However, the opponents' joyfulness, anticipated as a malicious schadenfreude to the participants' failure, is only successful in stimulating the performance-avoidance goals.  A Bayesian estimate with 5,000 times bootstrapping reveals that self-efficacy mediates the influence of the proponents' anticipated joyfulness on the mastery-approach fully, and on the performance-approach goals in a complementary way. Complementary mediation is also apparent in the impact of the proponents' distress on the mastery-approach and mastery-avoidance goals. Above all, love for the proponents is more potent than hatred from social environments for increasing the achievement motivation. Further research is encouraged to replicate this study with different social behavior.

scholarly journals Setting Lower Limits High: The Role of Boundary Goals in Achievement Motivation

2017 ◽  
Author(s):  
Katherine S. Corker ◽  
Brent Donnellan
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Lower Boundary ◽  
Opposite Pattern ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Lower Limits ◽  
Mastery Approach

Boundary goals specify the minimum performance level that an individual must attain to subjectively experience success. The current research integrates boundary goals into the hierarchical model of achievement motivation (A. Elliot, 2006) by positing that boundary goals are a sub-goal in the goal hierarchy. We predicted that performance approach goals would be associated with higher boundary goals, whereas performance avoidance goals would be associated with lower boundary goals. We further predicted that boundary goals would mediate the association between achievement goals and performance, independent of other target goals (i.e., levels of aspiration). We also evaluated whether boundary goals served a similar role in explaining associations between mastery goals and performance. We tested these predictions by tracking the performance of 347 college students across the semester. As predicted, performance approach goals were positively associated with boundary goals (beta = .32) whereas performance avoidance goals were negatively associated with boundary goals (beta = -.11). Further, we found that mastery approach goals had positive associations with boundary goals (beta = .29) whereas the opposite pattern occurred for mastery avoidance goals (beta = -.25). Boundary goals were positively linked to exam scores (beta = .32) and mediated the associations between performance approach, mastery approach, and mastery avoidance goals and grades. These statistical effects were independent of the effects of level of aspiration. In short, boundary goals seem to play an important role in the achievement motivation process and may therefore serve as a potentially useful focus for interventions.

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 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>

scholarly journals WORK ETHIC AND MOTIVATION OF ACHIEVEMENT

2019 ◽  
Vol 24 (3) ◽  
Author(s):  
Damian Grabowski ◽  
◽  
Agata Chudzicka-Czupała ◽  
Żaneta Rachwaniec-Szczecińska ◽  
Keyword(s):  
Work Ethic ◽  
Avoidance Performance ◽  
Approach And Avoidance ◽  
Mastery Goals ◽  
Self Reliance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The article presents the mutual relations between the components of work ethic and achievement goals: mastery- approach, mastery-avoidance, performance-approach, and performance-avoidance goals. Work ethic was presented as a syndrome of the following attitudes: 1) perceiving work as a moral value, 2) treating work as a central value in life, and 3) the belief in the importance of hard work that leads to success. This ethic also consists of the following components: 4) unwillingness to waste time, 5) disapproval of spare time (anti-leisure), 6) willingness to delay gratification, 7) willingness to act honestly at work (morality/ethic), and 8) being independent (self-reliance). The research conducted on the sample of 206 employees showed that the dimensions of work ethic are related the most strongly, average and positively to mastery-approach goals but weakly to mastery-avoidance. Performance- approach and performance-avoidance goals correlate positively with only two dimensions: self-reliance and the belief in the importance of hard work. Morality is negatively related to performance goals (approach and avoidance). Being independent (self-reliance) correlates positively but weakly with mastery goals (approach and avoidance). The results show clearly that work ethic is associated with mastery-approach goals. A person who assesses work high, aspires to reach the standard of mastery and it is the motivation that relies mainly on aspiration. Key words: work ethic, achievement motivation, achievement mastery goals, goals

Achievement Goals and Physical Self-Perceptions of Adolescent Athletes

2012 ◽  
Vol 40 (3) ◽  
pp. 473-480 ◽  
Author(s):  
Zisan Kazak Cetinkalp
Keyword(s):  
Achievement Goals ◽  
Female Athletes ◽  
Self Concept ◽  
Adolescent Athletes ◽  
Self Perceptions ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The relationship between achievement goals and physical self-perceptions of adolescent athletes was examined in this study. Participants were 208 adolescent athletes with a mean age of 16.35 + 0.48 years. Independent samples t tests, Pearson correlations, and regression analysis were used to analyze the data. The results showed that female athletes' mastery-avoidance scores were higher than male athletes'. Mastery-approach goals were related to sports competence and global physical self-concept. Performance-approach goals were associated with sports competence, global physical self-concept, and global self-esteem. Performance-avoidance goals were related only to sports competence. In addition, the mastery-approach goal was predicted by global physical self-concept, and performance-approach and performance-avoidance goals were positively predicted by sports competence.

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

scholarly journals Elite athletes’ achievement goals, burnout levels, psychosomatic stress symptoms, and coping strategies

2021 ◽  
Author(s):  
Martin Daumiller ◽  
Raven Rinas ◽  
Jennifer Breithecker
Keyword(s):  
Coping Strategies ◽  
Achievement Goals ◽  
Elite Athletes ◽  
Intensive Training ◽  
Stress Symptoms ◽  
Path Modelling ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

Elite athletes undergo intensive training and competitive pressure to succeed, making them susceptible to professional strain. However, they differ in their subjective reactions in the form of burnout levels and psychosomatic stress symptoms. Following a motivational perspective, these differences may be explained by the goals that athletes pursue. The current study therefore examined the effects of elite athletes’ achievement goals on their burnout levels and psychosomatic stress symptoms, and to what extent they can be explained by athletes’ use of adaptive coping strategies. Based on the answers of 125 German elite athletes, path modelling revealed that mastery approach goals were negatively associated with burnout levels and psychosomatic stress symptoms, while mastery avoidance and performance approach goals were positively associated with burnout levels. Coping strategies partially mediated the effects of mastery approach goals on burnout levels and psychosomatic stress symptoms. These findings suggest practical implications for supporting elite athletes through goal setting processes.

Relationship between Achievement Goals and Students’ Self-Reported Personal and Social Responsibility Behaviors

2015 ◽  
Vol 18 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang ◽  
Ron E. McBride
Keyword(s):  
Social Responsibility ◽  
Achievement Goals ◽  
Repeated Measures ◽  
Personal Responsibility ◽  
Avoidance Performance ◽  
Hierarchical Regression ◽  
Personal And Social Responsibility ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

AbstractThis study utilized the 2x2 achievement goal model (mastery-approach, mastery-avoidance, performance-approach, performance-avoidance goals) to explore the relationships between achievement goals and self-reported personal and social responsibility behaviors in high school physical education settings. Two hundred and twenty one Turkish students completed questionnaires assessing their achievement goals, personal and social responsibility behaviors. Results of the one-way repeated measures ANOVA revealed significant differences among the four achievement goals, F(3, 660) = 137.05, p < .001, η2 = .39. The result also revealed that students were more likely to endorse the mastery-approach goal than three other goals. The simple correlations revealed mastery-approach and performance-approach goals were positively related to students’ self-reported personal (r = .54, p < .001; r = .37, p < .001, respectively) and social responsibility (r = .38, p < .001; r = .22, p < .001, respectively) behaviors. However, hierarchical regression analyses indicated only the mastery-approach goal emerged as the significant positive predictor, b = .52, t(216) = 7.19, p < .001 for personal responsibility behaviors, and b = .41, t(216) = 5.23, p < .001 for social responsibility behaviors. These findings seem to provide convergent evidence that mastery-approach goals are positively related to positive educational outcomes.

scholarly journals Team Achievement Goals and Sports Team Performance

2020 ◽  
Vol 51 (5) ◽  
pp. 581-615
Author(s):  
Heleen Van Mierlo ◽  
Edwin A. J. Van Hooft
Keyword(s):  
Team Performance ◽  
Achievement Goals ◽  
Performance Outcomes ◽  
Sports Teams ◽  
Sports Team ◽  
Performance Teams ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

This study focuses on team achievement goals and performance outcomes in interdependent sports teams. Team achievement goals reflect shared motivational states that exist exclusively at the team level. In a survey among 310 members of 29 premier-league field-hockey teams, team-level performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance achievement goals explained 69% of the overall variance in team performance and 16% after controlling for previous performance. Teams performed better to the extent they were more approach- and less avoidance oriented in terms of both mastery and performance, although mastery-approach goals related to early-season team performance rather than predicting later changes in team performance.

scholarly journals Achievement goals and perfectionism of high school students

Psihologija ◽  
2009 ◽  
Vol 42 (4) ◽  
pp. 517-534 ◽  
Author(s):  
Milica Milojevic ◽  
Snezana Stojiljkovic ◽  
Jelisaveta Todorovic ◽  
Kristina Kasic
Keyword(s):  
High School ◽  
High School Students ◽  
Achievement Motivation ◽  
Achievement Goals ◽  
School Students ◽  
Parental Criticism ◽  
Mastery Goals ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This research has been investigating one of the most contemporary approaches of achievement motivation - Achievement Goal Theory, which uses the construct of achievement goals. The construct of achievement goals involves three types of achievement goals: mastery goals, performance approach goals and performance avoidance goals. The main goal of the research was to examine correlation between perfectionism and its aspects with particular types of achievement goals. Also, the goal was to investigate the difference concerning gender regarding the achievement goals. The sample consisted of 200 senior year high school participants. The following instruments were used: Multi-dimensional scale of perfectionism (MSP) and Test of achievement goals (TCP). The research results indicate that there is significant positive correlation between: perfectionism with performance approach goals and performance avoidance goals, concern over mistakes and parental expectations with performance approach goals and performance avoidance goals, personal standards and organization with mastery goals and performance approach goals, parental criticism and doubts about action with performance avoidance goals. Significant negative correlation was found between parental criticism and mastery goals. The results concerning the second goal indicates the female subjects have higher average scores in mastery goals.

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