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.

An analysis of achievement goal orientations and chemistry motivations of students within the structural equation modelling and an evaluation of the influencing factors

2019 ◽  
Vol 6 (2) ◽  
pp. 01-08
Author(s):  
Fatma Alkan ◽  
Aysem Seda Yucel
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation Modelling ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Achievement Goal Orientations ◽  
School Students ◽  
Equation Modelling

The aim of this study based on this view is to investigate the relationship between the achievement-goal orientations of students during learning and their motivation levels towards learning chemistry. The study was designed in the relational survey model. The sample of the research consists of 688 high school students. In the research, the scale of achievement goal orientations and chemistry motivation questionnaire have been used as data collection tools. According to the structural equation modelling results, the fit indexes of the model are at the levels of good fit and acceptable fit. There is a positive and substantive link between achievement goal orientation and chemistry motivation. According to Manova results of the research, it has been determined that sex has a substantive impact on the performance-approach and performance-avoidance sub-dimensions of the achievement goal orientations scale and the internal motivation-personal convenience, external motivation, self-determination-self-sufficiency and anxiety of evaluation sub-dimensions of the chemistry motivation questionnaire. Keywords: Achievement goal orientation, chemistry motivation, structural equation modelling, multivariate analysis of variance.

scholarly journals Achieving Employability as We Age: The Role of Age and Achievement Goal Orientations on Learning and Employability

2020 ◽  
Vol 10 (3) ◽  
pp. 49
Author(s):  
Dominik Froehlich ◽  
Sandra Aasma ◽  
Simon Beausaert
Keyword(s):  
Informal Learning ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Chronological Age ◽  
Achievement Goal Orientations ◽  
Positive Relation

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. Data of 167 Austrian knowledge workers were gathered via electronic questionnaires to investigate the relationships between age, achievement goal orientations, learning activities, and employability using structural equation modeling. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.

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.

scholarly journals Effects of Achievement Goal Orientation Types on Subjective Well-being

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Tasya Nafasya Putri ◽  
Airin Yustikarini Saleh
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Subjective Well Being ◽  
School Students ◽  
Avoidance Goal

In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework. 

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