scholarly journals Participation in Sports Clubs and Academic Goal Orientation and Adjustment: High School Students

2007 ◽  
Vol 55 (1) ◽  
pp. 1-10 ◽  
Author(s):  
AKIKO TAKEMURA ◽  
TAKEKO MAEHARA ◽  
MINORU KOBAYASHI
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
School Students ◽  
Sports Clubs ◽  
Academic Goal Orientation

scholarly journals Model Motivasi Trisula: Sintesis Baru Teori Motivasi Berprestasi

2014 ◽  
Vol 41 (2) ◽  
pp. 218
Author(s):  
Edy Purwanto
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Junior High School ◽  
Self Efficacy ◽  
Task Value ◽  
School Students ◽  
Significant Loading

The purpose of this study was to find out a comprehensive model of achievement motivation appropriate for Indonesian students. Specifically, this study examined the contribution of task-value, self-efficacy and goal orientation in influencing students’ achievement motivation. The subjects of this research were 393 high school students, 219 of them are female and 174 are male. 46% of them were senior high school and 54% junior, high school students. 45% were from public schools and 55% from religion-based private schools. The task-value, self-efficacy, goal orientation and achievement motivation as scaling instruments used in this study were developed from Motivated Strategies for Learning Questionnaire Manual. The instruments had been tested and proved valid and reliable. Analysis of model testing data was done using technique of confirmatory factor analysis. The results showed that the trisula model of achievement motivation was reliable. The task-value, self-efficacy and goal orientation are significant loading factors for achievement motivation. The self-efficacy also is a significant loading factor for the task-value and goal orientation. Keywords: achievement motivation, goal orientation, self-efficacy, task-value

Self-efficacy, goal orientation, and fear of failure as predictors of school engagement in high school students

2003 ◽  
Vol 40 (4) ◽  
pp. 417-427 ◽  
Author(s):  
Kirsten Caraway ◽  
Carolyn M. Tucker ◽  
Wendy M. Reinke ◽  
Charles Hall
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Self Efficacy ◽  
School Engagement ◽  
Fear Of Failure ◽  
School Students

scholarly journals Psychological Birth Order and Achievement Goal Orientation of High School Students engaged in Shadow Education

2021 ◽  
Vol 25 (2) ◽  
pp. 182-188
Author(s):  
Ryan Francis O. Cayubit ◽  
Nestlhyn B. Ligot ◽  
Jamie Therese T. Lim ◽  
Inah Karla R. Malaluan ◽  
Erika Mae U. Managbanag ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Birth Order ◽  
School Students ◽  
Approach And Avoidance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Psychological Birth ◽  
Mastery Approach

The focus of the current study is to examine the nature of the relationship of goal orientation with psychological birth order. Likewise, it also looked into the ability of psychological birth order to influence the endorsement of achievement goals (mastery-approach and avoidance; performance- approach and avoidance). A total of 220 high school students engaged in shadow education answered the White-Campbell Psychological Birth Order Inventory (PBOI) and the Achievement Goal Questionnaire (AGQ). Based on the regression analysis performed, only the pairing of psychological birth order and performance-approach is significant while those of psychological birth order, mastery-approach, mastery-avoidance, and performance-avoidance are not significant. Further analysis revealed that those who are psychologically firstborns tend to endorse the mastery-approach goal orientation while those who are psychologically youngest or lastborn endorses mastery-avoidance.

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. 

scholarly journals The Direct and Indirect Effects of Implicit Beliefs of Intelligence on Academic Achievement in English among High School Students: Goal Orientation as a Mediator

2021 ◽  
Vol 19 (54) ◽  
pp. 247-272
Author(s):  
Mohamed Omer Ali Elhassan ◽  
Ida Hartina Ahmed Tharbe ◽  
Ahmad Shamsuri Muhamad
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
English Language ◽  
School Students ◽  
Incremental Belief ◽  
Entity Belief ◽  
The Relationship

Introduction. High academic achievement in English is a valued key for high school students in Sudan to guide them toward a better life, career, and social opportunities. At the same time, many of the Sudanese students have linguistic, cultural, and rhetorical problems in the English language, and many of them face challenges in expressing themselves in English. Thus, the core purpose of this study is to explore what may help them in this matter; this includes examining the direct effects of the entity and incremental beliefs of intelligence on academic achievement in English and testing the indirect effects through goal orientation. Method. A quantitative research method was used by applying scales of implicit beliefs of intelligence (Dweck, 2000) and goal orientation (Elliot & Church, 1997). The data were collected using a cluster sampling technique from 392 respondents, mainly high school students in Sudan. A structural equation model (SEM-AMOS) of relations among constructs was employed to examine the relationships among the construct variables. Results. The findings of the structural equation modelling indicated that there was no direct effect of entity belief of intelligence and that there was a direct effect of incremental belief of intelligence on academic achievement in English. Regarding the mediation role of the goal orientation in the relationship between entity belief of intelligence and academic achievement in English, there was no mediation role play. Nevertheless, the goal orientation partially mediated the relationship between the incremental belief of intelligence and academic achievement in English among Sudanese high school students. Discussion and Conclusion. Academic achievement in English is influenced by students' motivations, beliefs of intelligence, and goal orientations. Accordingly, the English language of Sudanese high school students requires more attention and consideration for the incremental belief of intelligence, goal orientation, and other significant variables in order to support those students in Sudanese high schools to overcome their weaknesses in English and improve themselves so that they can achieve high scores academically in English.

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