scholarly journals Relationships Between Achievement Goal Orientations, Learning Engagement, and Academic Adjustment in Freshmen: Variable-Centered and Person-Centered Approaches

2021 ◽  
Vol 12 ◽  
Author(s):  
Haiying Wang ◽  
Mingxue Xu ◽  
Xiaochun Xie ◽  
Yuan Dong ◽  
Weichen Wang
Keyword(s):  
Undergraduate Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Academic Adjustment ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Learning Engagement ◽  
Reference Profile ◽  
And Performance

Academic adjustment is a principal determining factor of undergraduate students’ academic achievement and success. However, studies pay little attention to freshmen’s antecedent variables of academic adjustment. This study aimed to examine the mechanisms underlying the relationship between achievement goal orientations and academic adjustment in freshmen using variable- and person-centered approaches. A sample of 578 freshmen (aged 18.29±1.04years, 58.5% female) completed questionnaires on achievement goal orientations, learning engagement, and academic adjustment. Latent profile analysis of achievement goal orientations revealed four groups: low-motivation (11.1%), approach-oriented (9.5%), average (52.8%), and multiple (26.6%). In the mediating analysis, results of the variable-centered approach showed that learning engagement mediated the effects of the mastery-approach and performance-avoidance goals on academic adjustment. For the person-centered approach, we selected the average type as the reference profile, and the analysis revealed that compared with the reference profile, learning engagement partially mediated the link between the approach-oriented profile and academic adjustment. The current study highlights the important role that achievement goal orientations and learning engagement play in academic adjustment. We discuss the implications and limitations of the findings.

Singapore Primary Students’ Pursuit of Multiple Achievement Goals: A Latent Profile Analysis

2016 ◽  
Vol 38 (2) ◽  
pp. 220-237 ◽  
Author(s):  
Hoi Kwan Ning
Keyword(s):  
Learning Strategies ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
School Context ◽  
Achievement Goal ◽  
Primary Students ◽  
Multiple Goals ◽  
And Performance ◽  
Mastery Avoidance ◽  
Latent Profile

Based on measures of approach and avoidance mastery and performance goals delineated in the 2 × 2 achievement goal framework, this study utilized a person-centered approach to examine Singapore primary students’ ( N = 819) multiple goals pursuit in the general school context. Latent profile analysis identified six types of students with distinct patterns of achievement goal motivation: high goal-oriented (strong multiple goals), average goal-oriented (moderate multiple goals), low goal-oriented (weak multiple goals), performance and approach-oriented (high mastery- and performance-approach, high performance-avoidance, low mastery-avoidance), approach-oriented (high mastery- and performance-approach, low mastery- and performance-avoidance), and mastery-oriented (moderate mastery-approach and mastery-avoidance, low performance-approach and performance-avoidance). Significant profile differences were detected in various measures of deep and surface learning strategies, metacognitive strategies, and mathematics test performance. The high goal-oriented profile appeared to be the most adaptive in relation to these learning outcomes, followed by the performance and approach-oriented, the mastery-oriented, and the approach-oriented profiles.

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

scholarly journals Online Academic Help Seeking Behaviors and Achievement Goal Orientations of Learners in Distance Education

2020 ◽  
Author(s):  
Hasan UÇAR
Keyword(s):  
Distance Education ◽  
Help Seeking ◽  
Goal Orientations ◽  
Research Data ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Help Seeking Behaviors ◽  
Academic Help Seeking ◽  
And Performance ◽  
Academic Help

The present study investigates online academic help seeking behaviors and achievement goal orientations of learners in distance education and the relationship between these factors. The research is designed as a quantitative cross-sectional survey study. The participants of the research are 358 learners who took some courses through distance education at a public university. The research data were collected through personal information form, online academic help seeking questionnaire, and achievement goal orientation scale. For the analysis of the research data and to answer the research questions of the study, descriptive statistics, t-test, and correlation analysis were used. Research findings show that learners in distance education use the Internet the most for online academic help seeking. In addition, learners applied to their friends or someone who knew the subject to seek help more frequently than their instructors. In this context, learners seek academic help from at least the faculty members, compared to others. The results also showed that, in terms of learners' achievement goal orientations, the learning-approach and performance-approach goal orientations are higher than the learning-avoidance and performance-avoidance goal orientations. In addition to these findings, a limited and positive relationship between learners’ achievement goal orientations and online academic help seeking behaviors was found. This result can be interpreted as the achievement goal orientations of learners is not a significant predictor of online academic help seeking behaviors.

scholarly journals Leveraging MSLQ Data for Predicting Students Achievement Goal Orientations

2014 ◽  
Vol 1 (3) ◽  
pp. 157-160 ◽  
Author(s):  
Liaqat Ali ◽  
Marek Hatala ◽  
Dragan Gašević ◽  
Philip H. Winne
Keyword(s):  
Learning Strategies ◽  
Achievement Goals ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Relational Model ◽  
Achievement Goal Orientations ◽  
And Performance

This study aims to investigate how students’ motivated strategies of learning and their achievement goal orientations relate to their academic behaviours and performance in the context of online leaning systems. The study also develops and validates a relational model between students’ learning strategies and achievement goals.

scholarly journals Predictive effects of temperament on motivation

2017 ◽  
Vol 6 (2) ◽  
pp. 148 ◽  
Author(s):  
Anna Maria Rawlings ◽  
Anna Tapola ◽  
Markku Niemivirta
Keyword(s):  
Structural Equation ◽  
Goal Orientations ◽  
Reward Sensitivity ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientations ◽  
Negative Effects ◽  
Four Dimensions ◽  
And Performance ◽  
Sensitivity To Punishment

Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational settings. In this study, we examined how different aspects of temperament (reward and punishment sensitivities) predict the goals students seek to achieve in relation to learning and performance. In Study 1, four dimensions describing students’ temperament (sensitivity to punishment, intraindividual reward sensitivity, interindividual reward sensitivity, and positive expressiveness) were uncovered, and in Study 2, these were used to predict students’ achievement goal orientations (mastery-intrinsic, mastery-extrinsic, performance-approach, performance-avoidance, and avoidance). The results of exploratory structural equation modeling revealed significant predictions on all achievement goal orientations. In line with theoretical assumptions, sensitivity to punishment was predictive of performance orientations, intraindividual reward sensitivity of mastery orientations, and interindividual reward sensitivity of performance- and avoidance orientations. Positive expressiveness only had weak negative effects on performance orientations. The findings suggest that the goals and outcomes students seek to attain in an educational context are partly dictated by their sensitivity to different environmental cues and the kinds of affective and behavioral responses these typically incite.

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