Pathways from mastery goal orientation to career identity in adolescence: Mediating effect of school adjustment

Research has neglected the utility of pro-social goals within achievement situations. In this article, four studies demonstrate that amity goal orientation, promoting mutual success of oneself together with others, enhances the utility of mastery goal orientation. We demonstrate this in longitudinally predicting performance (Studies 1 and 2) and in maintaining motivation after a disappointing performance (Studies 3 and 4). The studies demonstrate the same interaction effect in academic and in work achievement contexts. Specifically, whereas amity goal orientation did not predict achievement on its own, it enhanced the positive effect of mastery goal orientation. Together, these studies establish the importance of amity goal orientation while also advancing our understanding of the effects of other achievement goal orientations. We suggest future directions in examining the utility of amity goals in other contexts.

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The role of classroom management and mastery goal orientation towards student’s self-regulation in learning Mathematics

Psikohumaniora Jurnal Penelitian Psikologi ◽

10.21580/pjpp.v4i2.3576 ◽

2019 ◽

Vol 4 (2) ◽

pp. 117

Author(s):

Berliana Henu Cahyani ◽

Asmadi Alsa ◽

Neila Ramdhani ◽

Fakher Nabeel Khalili

Keyword(s):

Classroom Management ◽

Goal Orientation ◽

Mathematics Learning ◽

Self Regulation ◽

Sampling Technique ◽

Mastery Goal Orientation ◽

Mastery Goal ◽

Self Regulated Learning ◽

Learning Mathematics

Mathematics until today is still considered a difficult subject so that it needs to think about appropriate strategies to encourage students to be able to regulate themselves in learning this subject. This study aimed to test empirically the role of classroom management and mastery goal orientation towards self-regulated learning. The participants of the study were 177 students of state high schools in Sleman, who were selected using a purposive sampling technique. The scales used were self-regulation of mathematics learning scale, classroom management scale, and mastery goal orientation scale. The data analysis using two-predictor regression analysis showed that classroom management and mastery goal simultaneously played a significant role by 68.7% (R2=0.687, F (2.177) =191.243, p<0.01). Classroom management predicted self-regulation (β= -0.130, p < 0.01), and so did mastery goal (β= 0.878, p < 0.01). Based on the results of this study, it could be concluded that self-regulation in learning Mathematics can be determined through classroom management and mastery goals concurrently.

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Does negative teacher behavior influence student self-efficacy and mastery goal orientation?

Learning and Motivation ◽

10.1016/j.lmot.2020.101653 ◽

2020 ◽

Vol 71 ◽

pp. 101653

Author(s):

Kathan Dushyant Shukla ◽

Samvet Kuril ◽

Vijaya Sherry Chand

Keyword(s):

Goal Orientation ◽

Self Efficacy ◽

Teacher Behavior ◽

Mastery Goal Orientation ◽

Mastery Goal

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Sexualized gender stereotypes predict girls’ academic self-efficacy and motivation across middle school

International Journal of Behavioral Development ◽

10.1177/0165025419862361 ◽

2019 ◽

Vol 43 (6) ◽

pp. 523-529 ◽

Cited By ~ 3

Author(s):

Christia Spears Brown

Keyword(s):

Goal Orientation ◽

Gender Stereotypes ◽

Self Efficacy ◽

Academic Ability ◽

Seventh Grade ◽

Gender Typicality ◽

Mastery Goal Orientation ◽

Mastery Goal ◽

Academic Attitudes ◽

Academic Self Efficacy

Sexualized gender stereotypes (SGS) include the belief that girls should singularly prioritize their sexualized attractiveness for the attention and approval of boys. By elementary school, boys and girls perceive girls’ sexualized attractiveness to be incompatible with intelligence and competence. In the current 2-year study, we examined whether girls’ higher SGS endorsement in seventh grade predicted a diminished mastery goal orientation and lower perceptions of academic ability in eighth grade and whether this was moderated by gender typicality and self-monitoring. Cross-lagged panel analyses tested whether earlier academic attitudes better predicted later SGS endorsement than the inverse. The study included 77 girls in the final sample from four public middle schools ( MageT1 = 12.4, SD = .57). The sample was ethnically diverse (45% identified as White, 21% as Latinx, 19% as Black/African American, and 14% as multiracial). Girls’ greater endorsement of SGS in the seventh grade predicted lower academic self-efficacy later, controlling for age, academic ability, and earlier levels of academic attitudes. Highlighting a likely feedback loop, earlier academic self-efficacy equally predicted later SGS endorsement. For highly gender-typical girls, greater SGS endorsement also predicted lower mastery goal orientation over time.

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E-Learner Characteristics and E-Learner Satisfaction

International Journal of Computer-Assisted Language Learning and Teaching ◽

10.4018/ijcallt.2012040101 ◽

2012 ◽

Vol 2 (2) ◽

pp. 1-15

Author(s):

Po Hsuan Chen

Keyword(s):

Goal Orientation ◽

Computer Mediated Communication ◽

Self Regulation ◽

Strategy Use ◽

Learner Satisfaction ◽

Learner Characteristics ◽

Mastery Goal Orientation ◽

Mastery Goal ◽

E Learning ◽

Learning English

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner satisfaction. Multiple regression analyses revealed that not all university EFL students are satisfied with e-learning English courses; only students with high levels of metacognitive self-regulation strategy use, high levels of mastery goal orientation, and a low degree of CMC apprehension are satisfied with e-learning English courses. Results imply that on-line English instructors need to find ways to help students develop these characteristics.

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