scholarly journals Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science

2020 ◽  
Vol 31 (4) ◽  
pp. 328-333
Author(s):  
Münevver Subaşi ◽  
Keyword(s):  
Coping Strategies ◽  
Goal Orientation ◽  
Coping Strategy ◽  
Self Efficacy ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Coping

This study aimed to investigate the relationships among mastery goal orientations (approach and avoidance), adaptive coping strategy (positive coping), and motivational beliefs (self-efficacy and task value) among middle school students in science. The study group consists of 249 students studying at four middle schools in one of the largest cities located in the eastern part of Turkey. The research data were collected using Achievement Goals Questionnaire, Academic Coping Inventory, and the Motivated Strategies for Learning Questionnaire. Structural equation modeling was performed using AMOS program to test the hypothesized relationships among constructs. The results showed that individuals with mastery goal orientation used more positive coping strategies. It was observed that individuals with higher self-efficacy had a higher ratio of using positive coping strategies. In addition, individuals with a high level of motivational beliefs used more mastery goal orientation. Furthermore, while mastery goal orientations positively predicted motivational beliefs and positive coping strategies, positive coping strategy was found to predict positively self-efficacy only. This study was a correlational study, but correlational studies did not help the establishment of a cause-effect (causality) relationship between the variables in question. Experimental studies can be conducted in the future to reveal the causes and effects related to the correlation between the relevant variables.

scholarly journals Models of pre-service teachers' academic achievement: The influence of cognitive motivational variables

2014 ◽  
pp. 71-95 ◽  
Author(s):  
Felicia Castro-Villarreal ◽  
Norma Guerra ◽  
Daniel Sass ◽  
Pei-Hsuan Hseih
Keyword(s):  
Academic Achievement ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Structural Equation ◽  
Teacher Educators ◽  
Personal Control ◽  
Equation Modeling ◽  
Modified Model ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Theoretical models were tested using structural equation modeling to evaluate the interrelations among cognitive motivational variables and academic achievement using a sample of 128 predominately Hispanic pre-service teachers enrolled in two undergraduate educational psychology classes. Data were gathered using: (1) a quantitative questionnaire to assess personal control, internal causality, self-efficacy, mastery goal orientation, and final course grade and (2) a problem-solving activity to identify engagement style: action- or process-oriented. The proposed theoretical model produced a poor model fit and thus a modified model was forwarded that directly linked self-efficacy with final course grade rather then mediated by mastery goal orientation. Results supported the modified model and suggested that the cognitive motivational variables under investigation played important roles in predicting students’ grades, with self-efficacy acting as the mediator between both internal causality and personal control and students’ final course grade. This study also demonstrated that the modified model was relatively invariant across gender, ethnicity, and engagement style. Implications for both teacher educators and teachers for understanding the complex links between cognitive motivational variables and academic achievement with a predominately Hispanic sample are discussed.

Pro-Social Goals in Achievement Situations: Amity Goal Orientation Enhances the Positive Effects of Mastery Goal Orientation

2018 ◽  
Vol 44 (8) ◽  
pp. 1258-1269 ◽  
Author(s):  
Liat Levontin ◽  
Anat Bardi
Keyword(s):  
Goal Orientation ◽  
Performance Studies ◽  
Goal Orientations ◽  
Social Goals ◽  
Achievement Goal Orientations ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Positive Effects ◽  
Predicting Performance ◽  
Achievement Contexts

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.

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

2019 ◽  
Vol 43 (6) ◽  
pp. 523-529 ◽  
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.

scholarly journals Efikasi Diri Bahasa Inggris sebagai Mediator antara Orientasi Tujuan Penguasaan dan Keterikatan Siswa Belajar Bahasa Inggris

2019 ◽  
Vol 4 (1) ◽  
pp. 76
Author(s):  
Adrielina Firdausi ◽  
Bhina Patria
Keyword(s):  
Student Engagement ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Sampling Technique ◽  
Positive Role ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Student Efficacy ◽  
Self Confidence ◽  
Learning English

English Self-efficacy is a self-confidence in English proficiency which is important to student behaviour on learning process. This study aims to investigated the role of english self efficacy in mediating the relationship between mastery goal orientation and student engagement on learning English. The method was quantitative using survey approach with 173 subjects. The subject was 173 students of 10th and 11st grade in SMA Negeri 9 Yogyakarta in 2016/2017 selected by purposive sampling technique. The Morgan-Jinks Student Efficacy State modification scale, student engagement modification scale, and mastery goal orientation scale were used in this study. The result showed that English self-efficacy was partially mediated. The mastery goal orientation directly had positive role to the student engagement (B= 0,468; p<0,001). The mastery goal orientation had positive role to the student engagement on learning English with self-efficacy as mediator (B’=0,369; p<0,001), English self-efficacy on boys were higher than girls.

scholarly journals Pengaruh Bimbingan Karier terhadap Efikasi Diri dalam Pengambilan Keputusan Karier pada Siswa

2018 ◽  
Vol 2 (2) ◽  
pp. 86
Author(s):  
Dyan Widyaningrum ◽  
Thomas Dicky Hastjarjo
Keyword(s):  
Decision Making ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Career Guidance ◽  
Career Decision ◽  
Analysis Of Covariance ◽  
Career Decision Making ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Experimental Group

This study aimed to determine the effect of career guidance on the self-efficacy in career decision-making with mastery goal orientation as co-variables. The research design used quasi experiment consisting of two groups: the experimental group and the control group. The experimental group received treatment (career guidance). Self-efficacy in career decision-making was measured using the questionnaire of self-efficacy in career decision-making and mastery goal orientation was measured with a scale of mastery goal orientation. Career guidance module was administered to the experimental group. Subjects in this study amounted to 48 students a class XI of SMA X in Yogyakarta. Analysis of covariance was used to analyse the data and resulted in no relationship between mastery goal orientation and self-efficacy in career decision making (p>.05). Therefore the analysis turned to mixed anova resulting that there was the effects of the career guidance to self efficacy in career decision making (F=104.074; p<0.05).

The Impact of Authentic Learning Exercises On Pre-service Teachers' Motivational Beliefs towards Technology Integration

2014 ◽  
Vol 10 (3) ◽  
pp. 60-76 ◽  
Author(s):  
Jennifer R. Banas ◽  
Cindy S. York
Keyword(s):  
Preservice Teachers ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Expectancy Value ◽  
Quasi Experimental ◽  
The Impact

A quasi-experimental study explored the impact of authentic learning exercises on preservice teachers' motivational beliefs and intentions to integrate technology, as well as the ability of those beliefs to predict intentions. A questionnaire was used to assess 104 preservice teachers' expectancy-value related motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted intentions to integrate, with task value predicting significantly.

Pre-Service Teachers' Motivation to Use Technology and the Impact of Authentic Learning Exercises

2017 ◽  
pp. 121-140
Author(s):  
Jennifer R. Banas ◽  
Cynthia S. York
Keyword(s):  
Goal Orientation ◽  
Self Efficacy ◽  
Authentic Learning ◽  
Goal Orientations ◽  
Task Value ◽  
Motivational Beliefs ◽  
Quasi Experimental ◽  
Integrate Technology ◽  
And Control ◽  
The Impact

In this quasi-experimental study, the authors explored the impact of authentic learning exercises on pre-service teachers' motivational beliefs to integrate technology, as well as the ability of those beliefs to predict intentions to integrate. A questionnaire was used to assess 104 pre-service teachers' motivational beliefs, namely intrinsic and extrinsic goal orientations, task value, self-efficacy, and control of learning in relation to technology integration. Results indicated authentic learning exercises might have enhanced motivational beliefs, particularly self-efficacy and intrinsic goal-orientation. Also, motivational beliefs predicted their intentions to integrate technology into future instruction, with task value predicting significantly. The chapter concludes with implications for practice.

scholarly journals Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age

2019 ◽  
Vol 33 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Anqing Zheng ◽  
Daniel A. Briley ◽  
Margherita Malanchini ◽  
Jennifer L. Tackett ◽  
K. Paige Harden ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Academic Motivation ◽  
Environmental Influences ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Environmental Variance ◽  
Cross Sectional ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large ( N = 891 twin pairs) cross–sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology

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