The Relevance of Stability and Change of Achievement Goals for Self-regulated Motor Learning Processes and Outcomes

Self-regulated motor learning is a frequent and important achievement activity in sport and exercise contexts. Therein, individual learners’ achievement goals can be considered relevant for motor learning processes and outcomes. To better understand their role, we first examined the temporal stability of achievement goals during self-regulated motor learning. Next, we tested the relevance of the goals and their temporal variability for the learning process (learning time, effort, and motivational problems) and learning outcomes (performance and continuance intentions). To this end, 93 individuals completed a total of 1,017 daily diary entries about their goals (learning-approach, performance-approach, performance-avoidance, work-avoidance goals) and learning processes across sixteen days while learning juggling basics. Afterwards, they completed a post-test assessing their learning outcomes. Multi-level analyses indicated that goals contained both temporally stable and temporally variable fractions that were both relevant for learning processes. For learning outcomes, not only mean levels, but also temporal trends mattered.

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Predicting school achievement in boys and girls

European Journal of Personality ◽

10.1002/per.678 ◽

2008 ◽

Vol 22 (3) ◽

pp. 231-245 ◽

Cited By ~ 86

Author(s):

H. Harald Freudenthaler ◽

Birgit Spinath ◽

Aljoscha C. Neubauer

Keyword(s):

Intrinsic Motivation ◽

Achievement Goals ◽

School Achievement ◽

Self Esteem ◽

School Anxiety ◽

School Attainment ◽

Work Avoidance ◽

And Performance ◽

Mean Differences ◽

Avoidance Goals

This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personality and school‐related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self‐esteem, school anxiety, school‐related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only for boys or only for girls. Intelligence and self‐esteem were the strongest predictors of GPA for both sexes, and school‐related intrinsic motivation, school anxiety and performance‐avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright © 2008 John Wiley & Sons, Ltd.

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

10.31234/osf.io/mt8rw ◽

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).

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Researchers’ Achievement Goals: Prevalence, Structure, and Associations with Job Burnout/Engagement and Professional Learning

10.31234/osf.io/3cj5z ◽

2019 ◽

Author(s):

Martin Daumiller ◽

Markus Dresel

Keyword(s):

Measurement Invariance ◽

Professional Learning ◽

Achievement Goals ◽

Job Burnout ◽

Achievement Goal Theory ◽

Performance Goals ◽

Goal Theory ◽

Learning Approach ◽

Work Avoidance ◽

Avoidance Goals

Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but have been little investigated. Using three studies, we tested the usefulness of Achievement Goal Theory for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning. Interviewing 20 researchers (Study 1), we found that most of their goals in the research context were classifiable as achievement goals. Apart from (well-established in the literature) mastery and performance goals, they also mentioned relational and work-avoidance goals. Mastery goals comprised task and learning standards, performance goals appearance and normative strivings. In Study 2, we used a standardized questionnaire to assess these goals in 824 researchers, along with burnout/engagement levels, professional learning time, and professional learning gains. Results confirmed the separability of all conceptualized goals, measurement invariance across academic status, and differential patterns of associations with burnout/engagement and professional learning. In Study 3, we evaluated these constructs in 471 researchers at two time points, six months apart. Results attested measurement invariance over time. Cross-lagged analyses documented similar associations as in Study 2. Learning approach and relational goals had positive effects on professional learning; appearance avoidance and work-avoidance goals were negative predictors. In contrast, burnout was negatively predicted by normative avoidance goals. However, high initial burnout levels were associated with reduced task approach and learning approach, and stronger work-avoidance goals six months later. Taken together, this highlights the usefulness of Achievement Goal Theory for understanding researchers’ motivations, and their relatedness with professional learning and well-being at work.

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Structure and Relationships of University Instructors’ Achievement Goals

10.31234/osf.io/dev9x ◽

2021 ◽

Author(s):

Martin Daumiller ◽

Robert Grassinger ◽

Oliver Dickhäuser ◽

Markus Dresel

Keyword(s):

Self Efficacy ◽

Achievement Goals ◽

Linear Models ◽

Teaching Quality ◽

Theoretical Concept ◽

Confirmatory Factor Analyses ◽

University Instructors ◽

Work Avoidance ◽

Measuring Achievement ◽

Avoidance Goals

The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 146 males, 92 females) answered a questionnaire measuring achievement goals, self-efficacy, and enthusiasm in altogether 392 courses. Teaching quality was assessed using reports from 9,241 students who were attending these courses. Confirmatory factor analyses revealed mastery, performance approach, performance avoidance, work avoidance, and relational goals as being distinguishable from each other. Distinct relationships were found between different instructors’ achievement goals, and gender, age, and career status as well as self-efficacy and enthusiasm. Hierarchical linear models suggested positive associations of instructors’ mastery goals with teaching quality, while negative associations were indicated for performance avoidance goals and work avoidance goals in relation to teaching quality. Exploratory analyses conducted due to a quite large correlation between performance approach and performance avoidance goals indicated that for university instructors, differentiating performance goals into appearance and normative components might also be adequate. All in all, the study highlights the auspiciousness of the theoretical concept of university instructors’ achievement goals and contributes to making it comprehensively accessible.

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PENINGKATAN PENGETAHUAN PENYUSUNAN SOAL BERBASIS HOTS PADA GURU BAHASA INGGRIS SMAN 1 KOTAGAJAH

ABDI KAMI: Jurnal Pengabdian Kepada Masyarakat ◽

10.29062/abdi_kami.v4i1.487 ◽

2021 ◽

Vol 4 (1) ◽

pp. 048

Author(s):

Dian Puspita ◽

Berlinda Mandasari ◽

Kamelia Sari

Keyword(s):

Training Program ◽

Learning Outcomes ◽

English Teachers ◽

Learning Processes ◽

Assessment Instruments ◽

English Teacher ◽

Assessment Of Learning ◽

Academic Qualification ◽

Post Test

One indicator of the success of education is the good quality of teachers. Permendiknas Number 16 of 2007 concerning Academic Qualification Standards and Competency of Subject Teachers states that teachers must have competencies, one of which is the competence to develop assessment instruments, both assessment of learning processes and assessment of learning outcomes. This is very important to measure the learning outcomes that have been set in the curriculum. In fact, English teachers at SMA Negeri 1 Kotagajah were still lacked in compiling exam questions using HOTS criteria. Therefore, the training program to create HOTS based test for English teachers at SMA Negeri 1 Kotagajah was implemented. Based on the results of the pre-test and post-test conducted, it was found that there was an increase in knowledge about the preparation of HOTS-based questions by the English teacher of SMA Negeri 1 Kotagajah.

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Researchers’ achievement goals: Prevalence, structure, and associations with job burnout/engagement and professional learning

10.31234/osf.io/ahx35 ◽

2021 ◽

Author(s):

Martin Daumiller ◽

Markus Dresel

Keyword(s):

Measurement Invariance ◽

Professional Learning ◽

Achievement Goals ◽

Well Being ◽

Job Burnout ◽

Performance Goals ◽

Learning Approach ◽

Positive Effects ◽

Work Avoidance ◽

Avoidance Goals

Researchers’ motivations are important for high-quality research and the productivity of the scientific system, but remain largely uninvestigated. Using three studies, we tested the usefulness of Achievement Goal Theory (AGT) for describing research motivations, investigated which goals researchers pursue, and examined their associations with job burnout/engagement and professional learning. Interviewing 20 researchers (Study 1), we found that most of their goals in the research context were classifiable as achievement goals. Apart from mastery and performance goals that are well-established in the AGT literature, they also mentioned relational and work-avoidance goals. Mastery goals comprised task and learning standards, performance goals comprised appearance and normative strivings. In Study 2, we used a standardized questionnaire to assess these goals in 824 researchers, along with burnout/engagement, professional learning time, and professional learning gains. Results confirmed the separability of all conceptualized goals, measurement invariance across academic status, and differential patterns of associations with burnout/engagement and professional learning. In Study 3, we analyzed these constructs in 471 researchers at two time points, six months apart. Results attested measurement invariance over time. Cross-lagged analyses documented similar associations as in Study 2. Learning approach and relational goals had positive effects on professional learning; appearance avoidance and work-avoidance goals were negative predictors. In contrast, burnout was negatively predicted by normative avoidance goals. However, high initial burnout levels were associated with reduced task approach and learning approach, and stronger work-avoidance goals six months later. Taken together, the results highlight the usefulness of AGT for understanding researchers’ motivations, and their relatedness with professional learning and well-being at work.

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University Instructors’ Implicit Theories of Intelligence, Achievement Goals for Teaching, and Teaching Quality

10.31234/osf.io/tfrea ◽

2020 ◽

Author(s):

Kristina Loderer ◽

Markus Dresel ◽

Oliver Dickhäuser ◽

Martin Daumiller

Keyword(s):

Achievement Motivation ◽

Achievement Goals ◽

Structural Equation ◽

Implicit Theories ◽

Instructional Quality ◽

Teaching Quality ◽

Equation Modeling ◽

University Instructors ◽

Work Avoidance ◽

Avoidance Goals

University instructors’ goals for teaching are important for teaching quality. However, studies examining factors that shape instructors’ goal adoption are lacking. Using data from 785 instructors, we investigated whether implicit theories (ITs) about the malleability of intelligence constitute one such factor. Following achievement goal theory and Dweck’s (1999) achievement motivation framework, we analyzed whether differences in teaching goals are attributable to differences in ITs, and whether goals mediate the relation between ITs and instructional quality. Structural equation modeling yielded the expected relations between goals and instructional quality (positive for mastery and performance approach goals; negative for performance avoidance and work avoidance goals). As hypothesized, stronger endorsement of incremental ITs was positively related to mastery, and negatively to work avoidance goals. However, ITs were unrelated to performance goals. Indirect effects of ITs on teaching quality via goals were significant but rather weak. Implications for research and fostering teaching motivation are discussed.

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The Role of Parental Self-Efficacy in Explaining Children’s Academic Outcomes

Center for Educational Policy Studies Journal ◽

10.26529/cepsj.860 ◽

2020 ◽

Author(s):

Andreja Bubić ◽

Antonela Tošić ◽

Irena Mišetić

Keyword(s):

Parental Involvement ◽

Educational Outcomes ◽

Self Efficacy ◽

Achievement Goals ◽

Personal Characteristics ◽

School Students ◽

Perceived Academic Control ◽

Work Avoidance ◽

Academic Control ◽

Avoidance Goals

Students’ educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students’ academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents’ engagement to children’s educational outcomes.

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Development and Validation of the French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000112 ◽

2012 ◽

Vol 28 (4) ◽

pp. 313-320 ◽

Cited By ~ 19

Author(s):

François Riou ◽

Julie Boiché ◽

Julie Doron ◽

Ahmed-Jérôme Romain ◽

Karine Corrion ◽

...

Keyword(s):

Achievement Goals ◽

Temporal Stability ◽

Physical Education Students ◽

Preliminary Version ◽

Goal Motivation ◽

Sports And Exercise ◽

And Performance ◽

Sport And Exercise ◽

Mastery Avoidance ◽

Development And Validation

Recently, Elliot and Murayama (2008 ) pointed out a number of theoretical and methodological shortcomings among the instruments assumed to measure achievement goals. This research aimed to develop and validate a French Achievement Goals Questionnaire for Sport and Exercise (FAGQSE). In a first study, factor analyses conducted on a 20-item preliminary version supported the existence of four factors corresponding to the four types of goals of Elliot and McGregor’s (2001 ) framework (mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance). A second study examined a more parsimonious 12-item version of the FAGQSE, which was found to be valid among samples of athletes, exercisers, and physical education students. The temporal stability of the questionnaire was evidenced by a satisfactory test-retest over a 1-month period, and its theoretical validity was supported by correlations between achievement goals and entity/incremental theories of sports ability, perceived sports competence, and sports anxiety. The FAGQSE is a valid and reliable French instrument for achievement goal motivation. This instrument can be used for theoretical and applied purposes in various sports and exercise settings.

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Shifting from Face-to-Face to Online Teaching During COVID-19: The Role of University Faculty Achievement Goals for Attitudes Towards This Sudden Change, and Their Relevance for Burnout/Engagement and Student Evaluations of Teaching Quality

10.31234/osf.io/yuwh8 ◽

2020 ◽

Author(s):

Martin Daumiller ◽

Raven Rinas ◽

Julia Hein ◽

Stefan Janke ◽

Oliver Dickhäuser ◽

...

Keyword(s):

Student Learning ◽

Achievement Goals ◽

Online Teaching ◽

Teaching And Learning ◽

Sudden Change ◽

Teaching Quality ◽

Faculty Members ◽

Face To Face ◽

Work Avoidance ◽

Avoidance Goals

As a result of the COVID-19 pandemic, many higher education faculty members were required to abruptly shift from face-to-face to online teaching. Within this, some instructors managed well, while others struggled. To elucidate interindividual differences in online teaching and learn-ing during this unexpected circumstance, we focus on faculty members’ attitudes towards this shift and examine their associations with underlying motivations as well as burnout/engagement and student learning. We analyzed longitudinal data of 80 faculty members’ achievement goals during the semester prior to shifting to online teaching, and their attitudes and burn-out/engagement during the first semester with enforced online teaching. Additionally, we used 703 student ratings of these faculty members’ teaching quality in terms of student learning. Re-sults indicated that learning approach goals of faculty were positively associated with perceiving the shift to online teaching as a positive challenge and as useful for their own competence de-velopment. Conversely, performance (appearance) avoidance goals and work avoidance goals went along with perceiving this change as threatening, which, in turn, was related to increased burnout levels and students reporting their learning to be worse. Taken together, these findings point to the relevance of faculty goals and attitudes for successful online teaching and learning.

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