The Moderating Effects of Achievement Goal Orientation on the between Elementary School Students' Perfectionism and Sports Confidence

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.

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The Difference of Learning Flow according to the Level of Locus of Control, Parental academic Involvement and Achievement Goal Orientation in Middle School Students

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2021.21.20.985 ◽

2021 ◽

Vol 21 (20) ◽

pp. 985-999

Author(s):

Mi-Kyung Kim ◽

Gyu-Pan Cho

Keyword(s):

Middle School ◽

Locus Of Control ◽

Middle School Students ◽

Goal Orientation ◽

Achievement Goal ◽

Achievement Goal Orientation ◽

School Students ◽

Academic Involvement ◽

The Difference ◽

Learning Flow

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Multiple Goals and Homework Involvement in Elementary School Students

The Spanish Journal of Psychology ◽

10.1017/sjp.2015.88 ◽

2015 ◽

Vol 18 ◽

Cited By ~ 2

Author(s):

Antonio Valle ◽

Irene Pan ◽

José C. Núñez ◽

Susana Rodríguez ◽

Pedro Rosário ◽

...

Keyword(s):

Academic Achievement ◽

Elementary School ◽

Goal Orientation ◽

Elementary School Students ◽

Sixth Grade ◽

Multiple Goals ◽

Academic Goals ◽

School Students ◽

Learning Goal Orientation

AbstractThis work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

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