The Relationship of Procrastination with a Mastery Goal Versus an Avoidance Goal

2009 ◽  
Vol 37 (7) ◽  
pp. 911-919 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Mastery Goal ◽  
Preliminary Model ◽  
Competitive Model ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study was to examine which is more powerful to determine procrastination, a mastery goal or an avoidance goal. A preliminary model and a competitive model were explored by collecting 307 college students' survey results and employing structural equation modeling. The result of this study showed that procrastination is positively related to mastery avoidance and performance avoidance goal orientations whereas, as predicted, it is negatively related to mastery approach goal orientation. We also found that an avoidance goal is more powerful in determining students' procrastination than is a mastery goal. Implications of the study are discussed.

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

scholarly journals Cluster analysis on Malaysian student’s achievement goals orientation in mathematics from multiple goal perspective

2018 ◽  
Vol 7 (2.10) ◽  
pp. 113 ◽  
Author(s):  
Mohd Rustam Mohd Rameli ◽  
Azlina Mohd Kosnin ◽  
Yeo Kee Jiar ◽  
Zakiah Mohamad Ashari
Keyword(s):  
Cluster Analysis ◽  
Goal Orientation ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Mean Value ◽  
Multiple Goals ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal ◽  
Mastery Approach

This study examined students’ achievement goal orientation by applying multiple goals perspective in learning Mathematics. This person-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools.  Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other.  This suggests that students could adopt more than one goal orientation simultaneously.  By means of cluster analysis, the notion of simultaneous adoption of goal orientations is supported from which five distinct clusters were extracted, namely mastery-oriented (mean value is higher for the mastery-approach and mastery-avoidance goal), approach-oriented (mean value is higher for mastery and performance-avoidance goal), avoidance-oriented (mean value is higher for mastery and performance-approach goal), demotivated (low mean value for all types of goals) and success-oriented (high mean value for all types of goals).  Success-oriented cluster had the highest frequency of students (f=271, 28.0%) while only 3.6% (f=35) of the students were in the demotivated cluster.  This study extends the knowledge of how students adopt multiple goals in Mathematics learning.  The results have significant impact on mathematics education context of Malaysia. 

scholarly journals A Structural Equation Modeling of the Relationships Between Parenting Styles, Students’ Personality Traits, and Students’ Achievement Goal Orientation

2022 ◽  
Vol 12 ◽  
Author(s):  
Faramarz Asanjarani ◽  
Khadijeh Aghaei ◽  
Tahereh Fazaeli ◽  
Adnan Vaezi ◽  
Monika Szczygieł
Keyword(s):  
Personality Traits ◽  
Goal Orientation ◽  
Parenting Styles ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
And Performance ◽  
Mastery Avoidance ◽  
Mastery Approach

Recently, researchers have shown an increased interest in achievement goal orientation correlates. What is not yet clear is the detailed relationships among students’ goal orientation, students’ personality traits, and parenting style. In so doing, this research responds to the need to analyze the importance of parenting styles (permissive, authoritative, and authoritarian) and students’ traits (psychoticism, neuroticism, and extraversion) in explaining the achievement goal orientations (mastery approach, mastery avoidance, performance-approach, and performance-avoidance). In the exploratory correlational study, 586 Iranian students along with their parents were selected as the sample so as to evaluate the structure of the relationships between these variables. The results indicate that students’ psychoticism and neuroticism predict students’ goal orientations (positively: performance and mastery avoidance and negatively: mastery and performance approach) while extraversion did not. Only the authoritative style predicts mastery approach (positively) and psychoticism trait (negatively). Permissive and authoritarian styles do not directly or indirectly predict students’ goal orientations.

scholarly journals Just a Methodological Cautionary Note: The Jingle Jangle of Self-Related Beliefs in Motivational Measures

2020 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Avoidance Performance ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Exploratory Factor Analyses ◽  
And Performance ◽  
Mastery Avoidance

Many fields in academia face problems with either same named scales measuring what are actually different constructs (i.e., the jingle fallacies) or differently named scales measuring the same construct (i.e., the jangle fallacies). In this study, we examined the overlap between a set of 10 measures of self-related beliefs of academic motivation constructs in two different biology courses: value items (e.g., utility value, interest value, attainment value, and cost value), achievement goal orientation items (e.g., mastery approach, mastery avoidance, performance approach, and performance avoidance), and intrinsic/extrinsic motivation items. Exploratory factor analyses and structural equation modeling indicated that the covariance among the items is not captured by an item-based factor solution, suggesting these named scales are plagued by the jingle jangle fallacy. These findings suggest that researchers should either use these constructs independently of each other or attempt to find a more unified theory of academic self-related motivational beliefs when examining these constructs together, especially in statistical analyses.

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

SELF-EFFICACY AS A MEDIATOR IN THE RELATIONSHIP BETWEEN SELF-ORIENTED PERFECTIONISM AND ACADEMIC PROCRASTINATION

2008 ◽  
Vol 36 (6) ◽  
pp. 753-764 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Structural Equation Modeling ◽  
Self Efficacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
Academic Procrastination ◽  
Preliminary Model ◽  
Competitive Model ◽  
Survey Results ◽  
The Relationship

The purpose of this study was to provide a better understanding of the link between selforiented perfectionism and academic procrastination by examining the role of self-efficacy as a mediator in the relationship. We explored the preliminary model and the competitive model. To examine these two models, we collected the survey results of 692 college students and employed structural equation modeling. The results of this study showed that students with high self-oriented perfectionism procrastinated less than others. It was also found that self-efficacy fully, rather than partially, mediated the relationship between self-oriented perfectionism and academic procrastination. Implications of this study are discussed.

scholarly journals ORIENTASI TUJUAN MENYUSUN SKRIPSI DAN KECEMASAN DALAM MENULIS SKRIPSI

2017 ◽  
Vol 6 (2) ◽  
pp. 101-105
Author(s):  
DEASYANTI DEASYANTI ◽  
MARWA NURUZDAH
Keyword(s):  
Goal Orientation ◽  
Quantitative Method ◽  
Sampling Method ◽  
Goal Orientations ◽  
Writing Apprehension ◽  
Writing Anxiety ◽  
And Performance ◽  
Mastery Avoidance ◽  
Thesis Writing ◽  
The Relationship

The purpose of this study is to find out the relationship between thesis writing orientation and anxiety in thesis writing. Quantitative method is used in this study with 247 Universitas Negeri Jakarta students who is writing thesis as a samples. Sampling method used in this study is incidental sampling. The Instruments used in this study are adapted from Achievement Questionare Scale (Elliot & McGregor, 2001) and Writing Apprehension Test (Daly & Miller, 1975). Data analyzing method used in this study is pearson product moment. The goal orientations which is found negatively correlated with writing anxiety are mastery approach goal orientation (-0,31) and performance approach goal orientation (-0,18). The goal orientation which is found positively correlated with writing anxiety are mastery avoidance goal orientation (0,19) and performance avoidance (0,26).

scholarly journals Building an e-portfolio learning model: Goal orientation and metacognitive strategies

2012 ◽  
pp. 16-36
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Metacognitive Strategies ◽  
Equation Modeling ◽  
Future Research ◽  
Mastery Goals ◽  
Negative Effect ◽  
Approach Goals ◽  
Positive Effect

Recent wide acceptance of e-Portfolios has occurred because researchers believe it helps promote students’ learning in higher education. This study uses goal orientation theory to investigate the relationship between goal orientations, metacognitive strategies, and enjoyment when students use e-Portfolio. This paper contributes to research by goal orientation, metacognitive strategies and enjoyment to explain student learning behavior when using e-Portfolio to providing further evidence. A sample of 219 university students took part in this research to verify the proposed model. The study employs structural equation modeling with the LISREL to explain the model. The results show that students’ mastery goals for using e-Portfolio have a positive effect on their metacognitive strategies and enjoyment. Performance-approach goals have a negative effect on metacognitive strategies and a positive effect on enjoyment. Performance-avoidance goals have a positive effect on metacognitive strategies. Students’ enjoyment has a positive effect on their metacognitive strategies, and mastery goals can predict metacognitive strategies through enjoyment. This paper also discusses study findings and implications for future research.

THE RELATIONSHIPS AMONG ACHIEVEMENT, GOAL ORIENTATION, AND STUDY STRATEGIES

2001 ◽  
Vol 29 (8) ◽  
pp. 823-832 ◽  
Author(s):  
Abdulqader A. Al-Emadi
Keyword(s):  
Goal Orientation ◽  
Goal Orientations ◽  
Study Strategies ◽  
Achievement Goal Orientation ◽  
Deep Processing ◽  
Performance Goal ◽  
Surface Processing ◽  
Mastery Goal ◽  
And Performance ◽  
Negative Predictor

The purpose of this study was to test a model of relations among goal orientation, study strategies and achievement. The model postulated that academic achievement and goal orientations are related where achievement is related positively to mastery and performance goals but related negatively to avoidance. The mastery goal was postulated as a positive predictor of deep processing but a negative predictor of disorganization; the performance goal was posited as a positive predictor of surface processing and deep processing and a negative predictor of disorganization. The performance avoidance goal was posited as a positive predictor of disorganization, but a negative predictor of deep processing and surface processing. As predicted, the mastery goal was a positive predictor of deep processing, the performance goal was a positive predictor of surface processing and avoidance was a positive predictor of disorganization. Achievement was a positive predictor of both surface processing and disorganization

Individual Differences in Incompetence Avoidance

2008 ◽  
Vol 30 (1) ◽  
pp. 110-132 ◽  
Author(s):  
Miranda P. Kaye ◽  
David E. Conroy ◽  
Angela M. Fifer
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Latent Structure ◽  
Fear Of Failure ◽  
Equation Modeling ◽  
Antecedents And Consequences ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Correlated Factors

This study compared the fear of failure and perfectionism constructs by analyzing their latent structure as well as their motivational antecedents and consequences. College students (N = 372) enrolled in physical activity classes completed a battery of questionnaires assessing fear of failure, perfectionism, approach and avoidance motivational temperaments, and 2 × 2 achievement goals. Structural equation modeling revealed that responses were best summarized by two correlated factors representing perfectionistic strivings and concerns. Avoidance temperament was positively associated with both forms of incompetence avoidance; however, approach temperament was positively related only to perfectionist strivings. Perfectionistic concerns were positively related to the adoption of mastery-avoidance and performance-avoidance goals and negatively related to the adoption of mastery-approach goals. Perfectionistic strivings were positively associated with both approach goals. These results indicate that strivings to avoid incompetence can be distinguished with respect to their latent structure, temperamental antecedents, and motivational consequences.

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