scholarly journals A Structural Equation Modeling of the Relationships Between Parenting Styles, Students’ Personality Traits, and Students’ Achievement Goal Orientation

2022 ◽  
Vol 12 ◽  
Author(s):  
Faramarz Asanjarani ◽  
Khadijeh Aghaei ◽  
Tahereh Fazaeli ◽  
Adnan Vaezi ◽  
Monika Szczygieł
Keyword(s):  
Personality Traits ◽  
Goal Orientation ◽  
Parenting Styles ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
And Performance ◽  
Mastery Avoidance ◽  
Mastery Approach

Recently, researchers have shown an increased interest in achievement goal orientation correlates. What is not yet clear is the detailed relationships among students’ goal orientation, students’ personality traits, and parenting style. In so doing, this research responds to the need to analyze the importance of parenting styles (permissive, authoritative, and authoritarian) and students’ traits (psychoticism, neuroticism, and extraversion) in explaining the achievement goal orientations (mastery approach, mastery avoidance, performance-approach, and performance-avoidance). In the exploratory correlational study, 586 Iranian students along with their parents were selected as the sample so as to evaluate the structure of the relationships between these variables. The results indicate that students’ psychoticism and neuroticism predict students’ goal orientations (positively: performance and mastery avoidance and negatively: mastery and performance approach) while extraversion did not. Only the authoritative style predicts mastery approach (positively) and psychoticism trait (negatively). Permissive and authoritarian styles do not directly or indirectly predict students’ goal orientations.

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

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 Cluster analysis on Malaysian student’s achievement goals orientation in mathematics from multiple goal perspective

2018 ◽  
Vol 7 (2.10) ◽  
pp. 113 ◽  
Author(s):  
Mohd Rustam Mohd Rameli ◽  
Azlina Mohd Kosnin ◽  
Yeo Kee Jiar ◽  
Zakiah Mohamad Ashari
Keyword(s):  
Cluster Analysis ◽  
Goal Orientation ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Mean Value ◽  
Multiple Goals ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal ◽  
Mastery Approach

This study examined students’ achievement goal orientation by applying multiple goals perspective in learning Mathematics. This person-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools.  Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other.  This suggests that students could adopt more than one goal orientation simultaneously.  By means of cluster analysis, the notion of simultaneous adoption of goal orientations is supported from which five distinct clusters were extracted, namely mastery-oriented (mean value is higher for the mastery-approach and mastery-avoidance goal), approach-oriented (mean value is higher for mastery and performance-avoidance goal), avoidance-oriented (mean value is higher for mastery and performance-approach goal), demotivated (low mean value for all types of goals) and success-oriented (high mean value for all types of goals).  Success-oriented cluster had the highest frequency of students (f=271, 28.0%) while only 3.6% (f=35) of the students were in the demotivated cluster.  This study extends the knowledge of how students adopt multiple goals in Mathematics learning.  The results have significant impact on mathematics education context of Malaysia. 

The Relationship of Procrastination with a Mastery Goal Versus an Avoidance Goal

2009 ◽  
Vol 37 (7) ◽  
pp. 911-919 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Mastery Goal ◽  
Preliminary Model ◽  
Competitive Model ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study was to examine which is more powerful to determine procrastination, a mastery goal or an avoidance goal. A preliminary model and a competitive model were explored by collecting 307 college students' survey results and employing structural equation modeling. The result of this study showed that procrastination is positively related to mastery avoidance and performance avoidance goal orientations whereas, as predicted, it is negatively related to mastery approach goal orientation. We also found that an avoidance goal is more powerful in determining students' procrastination than is a mastery goal. Implications of the study are discussed.

scholarly journals Just a Methodological Cautionary Note: The Jingle Jangle of Self-Related Beliefs in Motivational Measures

2020 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Avoidance Performance ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Exploratory Factor Analyses ◽  
And Performance ◽  
Mastery Avoidance

Many fields in academia face problems with either same named scales measuring what are actually different constructs (i.e., the jingle fallacies) or differently named scales measuring the same construct (i.e., the jangle fallacies). In this study, we examined the overlap between a set of 10 measures of self-related beliefs of academic motivation constructs in two different biology courses: value items (e.g., utility value, interest value, attainment value, and cost value), achievement goal orientation items (e.g., mastery approach, mastery avoidance, performance approach, and performance avoidance), and intrinsic/extrinsic motivation items. Exploratory factor analyses and structural equation modeling indicated that the covariance among the items is not captured by an item-based factor solution, suggesting these named scales are plagued by the jingle jangle fallacy. These findings suggest that researchers should either use these constructs independently of each other or attempt to find a more unified theory of academic self-related motivational beliefs when examining these constructs together, especially in statistical analyses.

College Students’ Achievement Goal Orientation and Motivational Regulations in Physical Activity Classes: A Test of Gender Invariance

2015 ◽  
Vol 34 (1) ◽  
pp. 2-17 ◽  
Author(s):  
Xiaoxia Su ◽  
Ron E. McBride ◽  
Ping Xiang
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Goal Orientation ◽  
Female Students ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Activity Class ◽  
Male And Female ◽  
Approach Goals ◽  
Mastery Approach

The current study examined the measurement invariance across 361 male and female college students’ 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students’ scores were fully invariant at the configural, metric, and scalar levels. Multigroup SEM analyses revealed that mastery-approach goals positively predicted intrinsic regulation and identified regulation. It also revealed that performance-approach goal was a stronger predictor of external regulation among female students than among male students. Collectively, these results provide evidence that researchers can make valid inferences about differences in achievement goal and self-regulation scores across male and female students. This study also supports the view that mastery-approach goals are motivationally beneficial, especially among female students, in college physical activity class settings.

scholarly journals ORIENTASI TUJUAN MENYUSUN SKRIPSI DAN KECEMASAN DALAM MENULIS SKRIPSI

2017 ◽  
Vol 6 (2) ◽  
pp. 101-105
Author(s):  
DEASYANTI DEASYANTI ◽  
MARWA NURUZDAH
Keyword(s):  
Goal Orientation ◽  
Quantitative Method ◽  
Sampling Method ◽  
Goal Orientations ◽  
Writing Apprehension ◽  
Writing Anxiety ◽  
And Performance ◽  
Mastery Avoidance ◽  
Thesis Writing ◽  
The Relationship

The purpose of this study is to find out the relationship between thesis writing orientation and anxiety in thesis writing. Quantitative method is used in this study with 247 Universitas Negeri Jakarta students who is writing thesis as a samples. Sampling method used in this study is incidental sampling. The Instruments used in this study are adapted from Achievement Questionare Scale (Elliot & McGregor, 2001) and Writing Apprehension Test (Daly & Miller, 1975). Data analyzing method used in this study is pearson product moment. The goal orientations which is found negatively correlated with writing anxiety are mastery approach goal orientation (-0,31) and performance approach goal orientation (-0,18). The goal orientation which is found positively correlated with writing anxiety are mastery avoidance goal orientation (0,19) and performance avoidance (0,26).

scholarly journals WORK CENTRALITY, GOALS AND PROFESSIONAL FULFILLMENT: INTERSECTIONS BETWEEN WORK AND CAREER

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
ALÉXIA O. R. MOURA ◽  
LÍGIA C. O. SILVA
Keyword(s):  
Goal Orientation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Achievement Goal Orientations ◽  
Online Questionnaire ◽  
Work Centrality ◽  
Significant Relationships ◽  
Self Development ◽  
Professional Fulfillment

ABSTRACT Purpose: This study aimed to analyze the degree to which the meaning of work, specifically the work centrality dimension, and the types of achievement goal orientations at work, predict professional fulfillment. Originality/value: The main contribution is to provide background for the identification of antecedents of a concept yet narrowly studied, which is professional fulfillment, signaling how counselors and organizations may facilitate the greater achievement of what is most valued in a career. We evidence the need to consider work an important sphere of life and to invest efforts in self-development to attain professional fulfillment. Design/methodology/approach: This is quantitative, survey-type research involving 140 people who have been working for at least 6 months. An online questionnaire was answered containing absolute and relative work centrality, achievement goal orientation at work and professional fulfillment scales, as well as socio-demographic questions. Data were analyzed using bivariate correlations and multiple regression analysis. Findings: Significant relationships of prediction were found between work centrality and professional fulfillment, as well as between one of the types of goal orientation and professional fulfillment. The results support two of the three predicted hypotheses, in addition to converging with previous research on the positive impacts of work centrality and the mastery approach orientation.

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