Goal Orientation & Metacognitive Self-Regulation Students on Discourse Learning

Corona Virus Disease 2019 (COVID-19) has impacted throughout all aspects of human life including education. Despite the previously applied distance education or e-learning in the conventional education, nowadays this instructional model became a newly common approach in education. Therefore, students have to make some adjustments in their learning approach in order to reach out their learning goals. Self-regulated learning (SRL) is a process of monitoring and controlling learning behaviors to achieve learning goals. One of the key factors that contribute to SRL is achievement goal orientation. The aim of this study is to find out the role of types of goal orientation towards metacognitive self-regulation. A total of 320 undergraduate students participated in this study. The findings showed that performance approach and performance avoidance were the significant predictors of metacognitive self-regulation. Students’ preferences to performance goal-orientations were associated with the preliminary study findings that the new instructional model was related to decreased students’ efficacy in learning and feelings of uncertainty to their academic achievement.

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

The Korean Journal of Industrial and Organizational Psychology ◽

10.24230/kjiop.v27i2.367-388 ◽

2014 ◽

Vol 27 (2) ◽

pp. 367-388 ◽

Cited By ~ 1

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.

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When career success enhances employees' life satisfaction: different effects of two types of goal orientations

Personnel Review ◽

10.1108/pr-04-2020-0218 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Byoung Kwon Choi ◽

Eun Young Nae

Keyword(s):

Life Satisfaction ◽

Goal Orientation ◽

Career Success ◽

Moderated Mediation ◽

Goal Orientations ◽

Performance Goal ◽

Content Type ◽

Subjective Career Success ◽

And Performance ◽

Learning And Performance

PurposeDrawing on goal orientation theory, the authors propose a moderated mediation model, wherein objective career success is positively related to employees' life satisfaction through subjective career success moderated by learning and performance goal orientations.Design/methodology/approachData were collected from 188 employees in South Korea. The hypotheses were tested with the moderated mediation regression analysis.FindingsThe results indicated that salary and promotion, as indicators of objective career success, were positively related to subjective career success. However, subjective career success mediated only the influence of salary, not promotion, on life satisfaction. Furthermore, the authors found that the indirect relationship between salary and life satisfaction via subjective career success was not significant for employees with high learning goal orientation but was significant for those with high performance goal orientation.Practical implicationsOrganizations need to understand that a higher salary and frequent promotions may not always be positively related to employees' satisfaction with career and personal life and should consider the types of goal orientations.Originality/valueThe authors’ consideration of goal orientation as a dispositional characteristic contributes to the comprehensive understanding of how employees' learning and performance goal orientations interact with objective career success in influencing their subjective career and life satisfaction.

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Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v6n1p47 ◽

2016 ◽

Vol 6 (1) ◽

pp. 47 ◽

Cited By ~ 4

Author(s):

Sanne Dekker ◽

Lydia Krabbendam ◽

Nikki Lee ◽

Annemarie Boschloo ◽

Renate De Groot ◽

...

Keyword(s):

Academic Achievement ◽

Goal Orientation ◽

Parental Education ◽

Self Regulation ◽

Goal Orientations ◽

Learning Behaviour ◽

Different Types ◽

Work Avoidance ◽

And Performance

<p>This study investigated whether academic achievement was predicted by the goal which generally drives a student’s learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read vignettes of students that reflect four goal orientations. Participants indicated which student they resembled most, which revealed their dominant goal orientation. Age, sex and level of parental education were controlled for. Results showed that students with motivation goals of the mastery and performance-approach types obtained higher grades than students characterized by the performance-avoidance and work-avoidance goal type. A mediation analysis showed that goal orientations predicted achievement through the level of metacognitive self-regulation. Intrinsically motivated students showed the best metacognitive self-regulation skills of all students, whereas work-avoidant students had the lowest level of self-regulation skills. The scores of students with performance goals fell in-between. The research showed that the higher grades obtained by performance-approach students, compared to performance-avoidant and work-avoidant students, can partially be explained by their higher levels of metacognitive self-regulation. Thus, goal orientation predicted achievement differences through metacognitive self-regulation skills. This suggests that intrinsic motivation and self-regulation skills should ideally be supported in the classroom. Furthermore, it suggests that teachers could use vignettes to distinguish different types of students in order to identify students who are vulnerable to lower academic achievement.</p>

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THE RELATIONSHIPS AMONG ACHIEVEMENT, GOAL ORIENTATION, AND STUDY STRATEGIES

Social Behavior and Personality An International Journal ◽

10.2224/sbp.2001.29.8.823 ◽

2001 ◽

Vol 29 (8) ◽

pp. 823-832 ◽

Cited By ~ 17

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

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Effectuation (EF) and Causation (CS) on Venture Performance and Entrepreneurs’ Dispositions Affecting the Reliance on EF and CS

Entrepreneurship Research Journal ◽

10.1515/erj-2020-0054 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Jang Hyo Yoon ◽

Erin Cho

Keyword(s):

Locus Of Control ◽

Goal Orientation ◽

Goal Orientations ◽

Performance Goal ◽

Average Growth ◽

Venture Performance ◽

Learning Goal Orientation ◽

Subjective Assessments ◽

Negative Effect ◽

And Performance

Abstract This study investigates whether and how different decision logics (i.e., effectuation and causation) are linked to venture performance (i.e., annual average growth in revenue and profit as well as subjective assessments of venture performance and funding status). We also examine how dispositional characteristics of an entrepreneur (i.e., learning and performance goal orientations, ambiguity tolerance, desire for change, and locus of control) influence the use of different decision logics. The results indicate that causation has a significantly positive effect on revenue growth as well as subjective assessments of venture performance and funding status, while effectuation has a significantly negative effect on profit growth. We find that learning-goal orientation leads to a greater reliance on effectuation, while performance-goal orientation increases the use of causation. An internal locus of control positively affects the reliance on both effectuation and causation, while the desire for change increases the use of effectuation.

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Learning Orientation, Working Smart, and Effective Selling

Journal of Marketing ◽

10.1177/002224299405800303 ◽

1994 ◽

Vol 58 (3) ◽

pp. 39-52 ◽

Cited By ~ 183

Author(s):

Harish Sujan ◽

Barton A. Weitz ◽

Nirmalya Kumar

Keyword(s):

Goal Orientation ◽

Self Efficacy ◽

Goal Orientations ◽

Learning Orientation ◽

Performance Goal ◽

Motivational Orientations ◽

Learning Goal ◽

Learning Goal Orientation ◽

And Performance ◽

Performance Goal Orientation

Learning and performance goal orientations, two motivational orientations that guide salespeople's behavior, are related to working smart and hard. Working smart is defined as the engagement in activities that serve to develop knowledge of sales situations and utilize this knowledge in selling behavior. It is found that a learning goal orientation motivates working both smart and hard, whereas a performance goal orientation motivates only working hard. The goal orientations also are found to be alterable through supervisory feedback. Furthermore, self-efficacy, salespeople's confidence in their overall selling abilities, is found to moderate some of the relationships with the goal orientations.

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The Intersection of Students' Perceptions of Instrumentality, Self-Efficacy, and Goal Orientations in an Online Mathematics Course

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.21.3.229 ◽

2007 ◽

Vol 21 (3/4) ◽

pp. 229-239 ◽

Cited By ~ 33

Author(s):

Jenefer Husman ◽

Jonathan Hilpert

Keyword(s):

Goal Orientation ◽

Undergraduate Students ◽

Self Efficacy ◽

Time Perspective ◽

Self Regulation ◽

Goal Orientations ◽

Future Time Perspective ◽

Unique Contribution ◽

Course Performance ◽

Study Results

Abstract. The theoretical foundations of this research were Future Time Perspective ( Simons et al., 2004 ) and Expectancy × Value ( Wigfield & Eccles, 2002 ) theories of motivation. The goals of the current study were to better understand (1) the relationship of endogenous perceptions of instrumentality to student self-efficacy, self-regulation, and goal orientation during the semester; (2) the relative influence of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation on course performance; (3) the unique contribution of endogenous perceptions of instrumentality, self-efficacy, self-regulation, and goal orientation to course performance; and (4) the potential change in student endogenous perceptions of instrumentality and self-efficacy during the semester of study in relationship to course performance. Four hundred and eighty seven undergraduate students' enrolled in an online introductory algebra course participated in this study. Results indicated that, after controlling for self-efficacy and endogenous perceptions of instrumentality at the beginning of the semester, students' self-regulation, self-efficacy, and endogenous perceptions of instrumentality at the end of the semester predicted 24% of the variance in student course performance. Students' self-reported goal orientations at the beginning of the semester were not related to their course performance.

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Goal Orientation Test: An Objective Behavioral Test

Psychological Reports ◽

10.1177/0033294119845847 ◽

2019 ◽

Vol 123 (4) ◽

pp. 1425-1451

Author(s):

Miriam Romero ◽

José Manuel Hernández ◽

James F. Juola ◽

Cristina Casadevante ◽

José Santacreu

Keyword(s):

Goal Orientation ◽

Undergraduate Students ◽

Reliability And Validity ◽

Learning Task ◽

Behavioral Test ◽

Performance Goal ◽

Wide Variability ◽

High Internal Consistency ◽

And Performance ◽

Orientation Test

The aim of the present research is to assess goal orientation (mastery and performance) by developing an objective behavioral test. We elaborated the Mastery Performance-Goal Orientation Test, a task that allows assessment of goal orientation along a single dimension. We studied its reliability and validity by conducting two studies. In Study 1 (N = 293 adults), the distribution of scores along the goal orientation variable showed wide variability and high internal consistency. The mastery-oriented participants demonstrated higher levels of category learning, whereas the performance-oriented participants responded in a less discriminative way but achieved higher scores. In Study 2 (N = 41 undergraduate students), the mastery-oriented participants achieved higher scores on a learning task than the performance-oriented subjects. The results also showed that the test had the potential to predict subsequent learning. We conclude that it might be a useful instrument to assess goal orientation.

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Personal and Situational Variables, and Career Concerns: Predicting Career Adaptability in Young Adults

The Spanish Journal of Psychology ◽

10.5209/rev_sjop.2011.v14.n1.23 ◽

2011 ◽

Vol 14 (1) ◽

pp. 263-271 ◽

Cited By ~ 18

Author(s):

Zahra Yousefi ◽

Mohammadreza Abedi ◽

Iran Baghban ◽

Ozra Eatemadi ◽

Ahmade Abedi

Keyword(s):

Social Support ◽

Goal Orientation ◽

Career Planning ◽

Self Regulation ◽

Goal Orientations ◽

Career Concerns ◽

Learning Performance ◽

Career Adaptability ◽

Situational Variables ◽

And Performance

This study examined relationships among career adaptability and career concerns, social support and goal orientation. We surveyed 304 university students using measures of career concerns, adaptability (career planning, career exploration, self-exploration, decision-making, self-regulation), goal-orientation (learning, performance-prove, performance-avoid) and social support (family, friends, significant others). Multiple regression analysis revealed career concerns, learning and performance-prove goal orientations emerged relatively as the most important contributors. Other variables did not contribute significantly.

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Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

Management and Organization Review ◽

10.1017/mor.2018.24 ◽

2018 ◽

Vol 14 (4) ◽

pp. 715-745 ◽

Cited By ~ 3

Author(s):

Jiamin Zhang ◽

Yi Wang ◽

Marina Yue Zhang

Keyword(s):

Knowledge Sharing ◽

Goal Orientation ◽

Goal Orientations ◽

Team Leaders ◽

Team Members ◽

Learning Goal ◽

Learning Goal Orientation ◽

Approach Orientation ◽

And Performance ◽

The Relationship

ABSTRACTThis article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

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