scholarly journals Same mindset, different goals and motivational frameworks: Profiles of mindset-based meaning systems

2020 ◽  
Author(s):  
Junlin Yu ◽  
Ros McLellan
Keyword(s):  
Achievement Goals ◽  
Growth Mindset ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Fixed Mindset ◽  
Achievement Data ◽  
Latent Profile Analyses ◽  
Meaning Systems ◽  
And Performance

Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14-16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. Overall, the results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.

scholarly journals Relationship Between Achievement Goals, Meta-Cognition And Academic Success In Pakistan

2009 ◽  
Vol 6 (5) ◽  
Author(s):  
Muhammad Sarwar ◽  
Muhammad Imran Yousuf ◽  
Shafqat Hussain ◽  
Shumaila Noreen
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Achievement Goals ◽  
Department Of Education ◽  
Performance Goals ◽  
Mastery Goals ◽  
And Performance ◽  
Education Academic ◽  
The University ◽  
The Relationship

The research was the replication of the study done by Coutinho (2006) and it aimed at finding the relationship between achievement goals, meta-cognition and academic success. Achievement goals were further divided into two types: mastery and performance. The participants were 119 students enrolled in M. A. Education, Department of Education at the University of Sargodha. The questionnaire used in the original study, along with Urdu translation, was administered to the participants. The questionnaire consisted of three sections measuring mastery goals, performance goals, and meta-cognition, respectively. The academic achievement record was taken from the Office of Department of Education. Academic achievement was taken as marked and obtained at the Matric, Intermediate, Bachelors, and M.A. levels. It was concluded there is no significant correlation between mastery goals and academic achievement. Similarly, there was no significant correlation between performance goals and academic achievement at Matric, Intermediate and Bachelor levels. However, negative correlation was observed between performance goals and achievement at the masters level. The researchers found no significant relationship between meta-cognition and academic achievement at all levels and there were no significant gender differences in mastery goals, performance goals and meta-cognition.

Reacties van leidinggevenden op radicale creatieve ideeën van medewerkers

2015 ◽  
Vol 28 (2) ◽  
Author(s):  
Roy B.L. Sijbom ◽  
Onne Janssen ◽  
Nico W. van Yperen
Keyword(s):  
Boundary Conditions ◽  
Achievement Goals ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Mastery Goal ◽  
Underlying Mechanisms ◽  
Practical Implications ◽  
Better Than

Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals Leaders’ reactions to radical creative ideas voiced by employees: The role of leaders’ achievement goals We review three articles in which we examined how leaders’ achievement goals affect their reactions to creative ideas voiced by their employees. Across a series of studies, we expected and found that leaders pursuing performance goals (to do better than others) tend to be less receptive and more opposing to voiced creative ideas than leaders pursuing mastery goals (to do better than they did before). We also present and discuss our findings on the underlying mechanisms that can clarify why performance goal leaders react differently than mastery goal leaders as well as the boundary conditions under which performance goal leaders respond in similar ways to mastery goal leaders. We conclude that leaders’ achievement goals affect their reactions to voiced creative ideas and discuss the practical implications for leaders and organizations to get the most out of upward creative input.

Reevaluating the Benefits of Performance Goals: The Relation of Goal Type to Optimal Performance for Musicians and Athletes

2005 ◽  
Vol 20 (1) ◽  
pp. 11-16 ◽  
Author(s):  
Nathalie Lacaille ◽  
Natasha Whipple ◽  
Richard Koestner
Keyword(s):  
Peak Performance ◽  
Performance Goals ◽  
Performance Goal ◽  
Mastery Goals ◽  
Educational Domain ◽  
Optimal Functioning ◽  
And Performance ◽  
High Level ◽  
Approach Goals ◽  
Avoidance Goals

Recent educational research suggests that both mastery goals and performance-approach goals are beneficial for students, whereas performance-avoidance goals are harmful. The present study examined whether the same pattern of results would generalize to the domains of music and sports. High-level musicians and athletes reported their goals prior to a peak performance and a catastrophic performance. The results among athletes mirrored findings in the educational domain, with both mastery and performance-approach goals being associated with optimal functioning. The results among musicians, however, diverged in showing that performance goals were markedly more detrimental than mastery goals. It was also found that intrinsic goals associated with a focus on enjoyment were particularly helpful for musicians. Mediational analyses showed that musicians' greater vulnerability to performance-related anxiety accounted for the more damaging impact of performance goals. These findings suggest some possible danger in emphasizing any form of performance goal in domains such as music where performance-related anxiety is prevalent.

Creating a growth mindset

2017 ◽  
Vol 16 (4) ◽  
pp. 155-160
Author(s):  
Ian Johnston
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Growth Mindset ◽  
Cultural Space ◽  
Content Type ◽  
Fixed Mindset ◽  
And Performance

Purpose This paper aims to show that everything a business does is fundamentally reliant on its culture. Culture determines how successful a strategy is and whether that strategy can be executed. If the culture in a business is out of alignment, it is imperative to change it. This paper examines how HR professionals can take ownership of this cultural space and help to create a growth mindset throughout the organisation. Design/methodology/approach The paper is based on experience gained through working with several large organisations to transform their people culture and performance by embracing a growth mindset and to help their HR leadership become the early champions of change, thus ensuring the process was successfully delivered. The paper includes case studies of two organisations where successful cultural shaping delivered improved results. Findings Companies with a growth mindset will outperform those with a fixed mindset. Changing mindsets is not overly complex, but it requires flawless implementation with the HR leaders at the forefront. Originality/value As Lou Gerstner, who turned around the computing giant IBM, said “I finally realised that culture is not part of the game, it is the game”. By understanding how individual mindsets impact culture, HR professionals can own and drive their organisation’s culture-shaping efforts.

Achievement Goals and Implicit Theories of Intelligence among Academically Talented Students

2002 ◽  
Vol 25 (3) ◽  
pp. 215-232 ◽  
Author(s):  
Karen E. Ablard
Keyword(s):  
Achievement Goals ◽  
Implicit Theories ◽  
Intellectual Ability ◽  
Learning Goals ◽  
Performance Goals ◽  
Academically Talented ◽  
Theories Of Intelligence ◽  
And Performance ◽  
Talented Students ◽  
Academically Talented Students

Academically talented students vary in their reasons for achievement, variation that may provide insight into differences in achievement-related behaviors (e.g., effort and avoidance of challenge) and future underachievement. There were 425 students (at or above the 97th percentile) who completed questions assessing achievement goals and personal beliefs about intelligence. Students ranged widely in learning goals that focus on understanding material and performance goals that focus on doing better than others. As learning goals became stronger, so did beliefs that intelligence can increase via effort. Of all students, 4.4% embraced performance goals and had low confidence in their intellectual ability, a combination of beliefs that can place them at risk for later underachievement.

I cannot change, so I buy who I am: How mindset predicts conspicuous consumption

2020 ◽  
Vol 48 (7) ◽  
pp. 1-10
Author(s):  
Lining Sun ◽  
Jiqiang Li ◽  
Yi Hu
Keyword(s):  
Goal Orientation ◽  
Conspicuous Consumption ◽  
Growth Mindset ◽  
Performance Goal ◽  
Empirical Examination ◽  
Fixed Mindset ◽  
Meaning System ◽  
Human Attributes ◽  
The Relationship ◽  
Performance Goal Orientation

People's mindset comprises the beliefs they endorse about whether human attributes are fixed or malleable, and these beliefs then shape their motivations and behaviors. We conducted an empirical examination of the relationship between mindset and conspicuous consumption, and investigated whether performance goal orientation mediates this relationship. We found that, relative to those who believe that personality is malleable (growth mindset), consumers who believe that personality cannot be changed (fixed mindset) are more likely to engage in conspicuous consumption. Further, performance goal orientation mediated the relationship between mindset and conspicuous consumption. These findings point to the importance of researchers and practitioners examining how people's meaning system affects their behaviors as consumers.

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.

Achievement Goals and Interpersonal Behavior: How Mastery and Performance Goals Shape Information Exchange

2007 ◽  
Vol 33 (10) ◽  
pp. 1435-1447 ◽  
Author(s):  
P. Marijn Poortvliet ◽  
Onne Janssen ◽  
Nico W. Van Yperen ◽  
Evert Van de Vliert
Keyword(s):  
Achievement Goals ◽  
Information Exchange ◽  
Interpersonal Behavior ◽  
Performance Goals ◽  
Shape Information ◽  
And Performance

Harming Others’ Task-Related Efforts

2013 ◽  
Vol 44 (6) ◽  
pp. 373-379 ◽  
Author(s):  
P. Marijn Poortvliet
Keyword(s):  
Social Comparison ◽  
Task Performance ◽  
Goal Pursuit ◽  
Achievement Goal ◽  
Performance Goal ◽  
Mastery Goals ◽  
Harmful Behavior ◽  
And Performance ◽  
Comparison Information

This paper demonstrates that, when individuals with mastery goals and their exchange partners occupy increasingly higher ranks on a task (#4 and #5 vs. #51 and #52 or #96 and #97, on a top-100), they display stronger interpersonally harmful behavior in order to interfere with exchange partners’ task performance. In contrast, performance goal individuals damage the task performance of others more when ranks are low or high rather than average (#4 and #5 or #96 and #97 vs. #51 and #52). These results signify that social comparison information is processed differently by mastery and performance goal individuals. The resulting interpersonally harmful behaviors depend on whether such behavior is instrumental for their particular achievement goal pursuit or not.

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.

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