A Model for Achievement Motives, Goal Orientations, Intrinsic Interest, and Academic Achievement

2001 ◽  
Vol 88 (1) ◽  
pp. 123-135 ◽  
Author(s):  
Ayumi Tanaka ◽  
Hirotsugu Yamauchi
Keyword(s):  
Academic Achievement ◽  
Structural Equation ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Positive Relation ◽  
Mastery Goals ◽  
Intrinsic Interest ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This study investigated the effects of approach and avoidance achievement motives (the motive to achieve success and the motive to avoid failure) on three goal orientations (mastery, performance-approach, performance-avoidance goals) and the effects of goal orientations on intrinsic interest in learning and academic achievement for 157 tenth and 135 eleventh grade students of a Japanese girls' high school. Structural equation modeling indicated that mastery goals arose mainly from the motive to achieve success; however, the positive relation between the motive to avoid failure and mastery goals was also found. Performance-approach goals were related both the motive to achieve success and the motive to avoid failure. Performance-avoidance goals arouse mainly from the motive to avoid failure; however, the positive relation between the motive to achieve success and these goals was found. Mastery goals positively correlated with intrinsic interest and academic achievement, and scores on both performance-approach goals and performance-avoidance goals had no significant effects on either intrinsic or academic achievement.

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.

scholarly journals Higher Education Instructors’ Usage of and Learning from Student Evaluations of Teaching – Do Achievement Goals Matter?

2021 ◽  
Author(s):  
Julia Hein ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Markus Dresel ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Learning Goals ◽  
Learning Approach ◽  
Beneficial Effects ◽  
Work Avoidance ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Identifying what motivates higher education instructors in their self-regulated learning from stu-dent evaluations of teaching (SET) is important for improving future teaching. In a longitudinal online field study, we investigated how higher education instructors’ achievement goals predict the use of SET(s), processing its results and learning from it. We expected beneficial effects of learning (approach and avoidance) goals and performance approach goals, while performance avoidance goals and work avoidance goals should be detrimental for the learning process. In to-tal, 407 higher education instructors with teaching commitments reported their achievement goals. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their learning intentions regarding this student feedback. Using structural equation modelling, we found that learning avoidance goals were positively associated with conducting SET(s) and learning approach goals were positively associated with learning intentions. These findings highlight the importance of learning goals for instructors’ use of SET(s).

Depressive Symptoms and Achievement Goals: Parental Rejection as a Moderator

2019 ◽  
Vol 40 (9) ◽  
pp. 1369-1396 ◽  
Author(s):  
Cornelia Măirean ◽  
Loredana R. Diaconu-Gherasim
Keyword(s):  
Depressive Symptoms ◽  
Achievement Goals ◽  
Early Adolescents ◽  
Parental Rejection ◽  
Mastery Goals ◽  
Future Studies ◽  
Maternal Rejection ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

This present study investigated the longitudinal relations between depressive symptoms and achievement goals and whether maternal and paternal rejection moderated these relations. A sample of 436 early adolescents ([Formula: see text]age = 13.19, 58.33% girls) filled in scales measuring the depressive symptoms (Time 1), parental rejection (Time 2; 1 year later), and achievement goals (Time 2). Early adolescents’ depressive symptoms were positively related to performance-avoidance goals and negatively related to mastery and performance-approach goals. Furthermore, the father’s rejection was positively related to the adolescents’ performance-avoidance and negatively related to mastery goals, whereas maternal rejection was not related to achievement goals. Finally, maternal rejection moderated the association between depressive symptoms and performance-avoidance goals 1 year later. The implications of these results for future studies and educational practices are discussed.

scholarly journals When Teammates Are Viewed as Rivals: A Cross-National Investigation of Achievement Goals and Intrateam Moral Behavior

2012 ◽  
Vol 34 (4) ◽  
pp. 503-524 ◽  
Author(s):  
Ian D. Boardley ◽  
Ben Jackson
Keyword(s):  
Achievement Goals ◽  
Structural Equation ◽  
Moral Disengagement ◽  
Effective Interaction ◽  
Equation Modeling ◽  
Performance Achievement ◽  
Team Functioning ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals

This research aimed to (a) determine whether mastery and intrateam performance achievement goals predicted prosocial and antisocial teammate behavior, (b) explore whether effects of intrateam performance goals were mediated by moral disengagement, and (c) examine whether any effects (Study 2 only) were moderated by cohesion. In Study 1, team athletes (N = 282) from Australia completed questionnaires assessing the aforementioned variables. Structural equation modeling indicated that prosocial teammate behavior was positively predicted by mastery-approach goals, and negatively predicted by mastery- and intrateam performance-avoidance goals, whereas antisocial teammate behavior was positively predicted by intrateam performance-approach and -avoidance goals; these latter effects were mediated by moral disengagement. In Study 2, team athletes (N = 452) from the United Kingdom completed a measure of cohesion in addition to the Study 1 instruments; the analyses largely confirmed the Study 1 findings. However, the undesirable effect of mastery-avoidance goals on prosocial behavior seen in Study 1 was only apparent in Study 2 when individuals held strong perceptions of team cohesion. In sum, this investigation makes a novel contribution to the literature on team functioning in sport, being the first to explore how athletes’ normative goals relative to their teammates might shape effective interaction processes.

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 Their Relations to Self-Reported Persistence/Effort in Secondary Physical Education: A Trichotomous Achievement Goal Framework

2008 ◽  
Vol 27 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Bulent Agbuga ◽  
Ping Xiang
Keyword(s):  
Physical Education ◽  
Achievement Goals ◽  
Predictive Power ◽  
Empirical Support ◽  
Achievement Goal ◽  
Mastery Goals ◽  
8Th Graders ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

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.

scholarly journals Achieving Employability as We Age: The Role of Age and Achievement Goal Orientations on Learning and Employability

2020 ◽  
Vol 10 (3) ◽  
pp. 49
Author(s):  
Dominik Froehlich ◽  
Sandra Aasma ◽  
Simon Beausaert
Keyword(s):  
Informal Learning ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Chronological Age ◽  
Achievement Goal Orientations ◽  
Positive Relation

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. Data of 167 Austrian knowledge workers were gathered via electronic questionnaires to investigate the relationships between age, achievement goal orientations, learning activities, and employability using structural equation modeling. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.

scholarly journals Sociocognitive Conflict Regulation: How to Make Sense of Diverging Ideas

2019 ◽  
Vol 28 (2) ◽  
pp. 145-151
Author(s):  
Fabrizio Butera ◽  
Nicolas Sommet ◽  
Céline Darnon
Keyword(s):  
Cognitive Development ◽  
Social Relations ◽  
Mastery Goals ◽  
Conflict Regulation ◽  
Relational Outcomes ◽  
And Performance ◽  
Approach Goals ◽  
Avoidance Goals

Sociocognitive conflict arises when people hold different views or ideas about the same object, and it has the potential to promote learning, cognitive development, and positive social relations. The promotion of these outcomes, however, depends on how the conflict is regulated and with what goals: Mastery goals predict epistemic conflict regulation and the elaboration of multiple ideas, performance-approach goals predict competitive conflict regulation and the promotion of one’s own ideas, and performance-avoidance goals predict protective conflict regulation and yielding to other people’s ideas. Conflict regulation thus determines the conditions under which confronting diverging ideas results in positive cognitive and relational outcomes.

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