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

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.

Examining the Effectiveness and Efficiency of an Innovative Achievement Goal Measurement for Preschoolers

A large number of studies have investigated achievement goals and their related antecedents and consequences above elementary school level. However, few studies have implemented achievement goal assessment to investigate achievement goals and their relevance for preschoolers. In particular, no valid measurement has been developed for preschoolers’ self-reporting of their achievement goals. The main purposes of this study were twofold: (1) To develop an innovative achievement goal measurement for preschoolers, and to investigate the best theoretical model for understanding preschoolers’ achievement goal across gender. (2) To examine the effectiveness and efficiency of the pictorial and pure text measurement format and approaches (for young children’s self-reporting and teachers’ rating purposes, respectively). A total of 364 preschoolers aged 5 years participated in self-report activity, and 32 preschool teachers obtained consent to rate 193 out of 364 preschoolers. Results showed: (1) the developed achievement goal measurement was a valid tool for understanding preschoolers’ achievement goals and was equally suitable for boys and girls. (2) The 6-factor achievement goal model was the best theoretical perspective for understanding preschoolers’ achievement goals for both boys and girls. (3) The pictorial measurement format for preschoolers’ self-reporting of achievement goals was a more effective but less efficient way to investigate preschoolers’ achievement goals, while the opposite was the case for the pure text measurement format for teachers’ ratings. Implications for achievement goal literature and future research are discussed.

PERAN ACHIEVEMENT GOAL ORIENTATION DAN NORMA SUBJEKTIF DALAM MEMPREDIKSI KECURANGAN AKADEMIK SELAMA BELAJAR DARI RUMAH

Sejak adanya pandemi COVID-19, Kementerian Pendidikan dan Kebudayaan Indonesia menginstruksikan sekolah untuk menerapkan sistem Belajar Dari Rumah (BDR). Pembelajaran dan penilaian yang tidak dilakukan secara langsung tidak terlepas dari adanya isu kecurangan akademik. Penelitian ini bertujuan untuk melihat peran dari faktor kecurangan akademik, yaitu achievement goal orientation dan norma subjektif dalam memprediksi kecurangan akademik yang dilakukan peserta didik jenjang pendidikan menengah atas selama BDR. Partisipan pada penelitian ini terdiri dari 183 orang peserta didik jenjang pendidikan menengah atas yang melaksanakan BDR. Partisipan dipilih dengan convenience sampling dan snowball sampling. Alat ukur yang digunakan adalah Academic Dishonesty Scale, Achievement Goal Questionnaire, dan bagian Norma Subjektif dari The Perception and Attitudes toward Cheating among Engineering Students Survey, version 2 yang telah diadaptasi ke dalam Bahasa Indonesia serta disesuaikan dengan pembelajaran BDR dan populasi penelitian. Hasil penelitian menunjukkan bahwa tipe achievement goal orientation dan norma subjektif secara bersama-sama signifikan dalam memprediksi kecurangan akademik, namun jika dilihat lebih lanjut, hanya norma subjektif yang secara signifikan memprediksi kecurangan akademik. Sementara itu, tipe achievement goal orientation tidak memiliki peran yang signifikan dalam memprediksi kecurangan akademik. Hal ini mengindikasikan bahwa dalam melakukan kecurangan akademik, siswa jenjang pendidikan menengah atas lebih dipengaruhi oleh persepsinya terhadap teman sebaya dibandingkan dengan tujuan belajarnya. Oleh karena itu, dalam melakukan penanganan dan pencegahan terkait kecurangan akademik selama BDR, perlu dilakukan intervensi yang bersifat sistemik dibandingkan dengan intervensi individual.

“The Effect Of Achievement Goals On Homework Behavior And Academic Emotions On Students Of Smp Negeri 1 Larantuka In East Flores Timur-Ntt-Indonesia”

Research reveals the impact of achievement goals on behavior in doing assignments and academic emotions to achieve learning goals. The study was conducted on 1200 students at SMP 1 Larantuka with the conclusion that the Achievement Goal (X) has a positive and significant effect on the behavior of doing assignments (Y) as evidenced by an error rate of 0.05 (α = 5%), the path coefficient is 0.237, the Sig value is t is 0.000 (0.000 < 0.05) and the adjusted R Square y value is 0.053. Achievement Goal (X) has a positive and significant effect on academic emotion (Z) as evidenced by the error rate of 0.05 (α=5%), the path coefficient of 0.379, the Sig.t value of 0.000 (0.000 <0.05) and the value of Adjusted R Square of 0.141. Academic Emotion (Z) has a positive and significant effect on the behavior of doing tasks (Y) as evidenced by the error rate of 0.05 (α=5%), the path coefficient of 0.395, the Sig.t value of 0.000 (0.000 <0.05) and Adjusted R Square value of 0.153. The achievement goal (X) has no significant effect on the behavior of doing the task (Y) as evidenced by a significance value of 0.076>0.05 (α=5%). Academic Emotion (Z) has a positive and significant effect on the behavior of doing the task (Y) as evidenced by the error rate of 0.05 (α=5%), the path coefficient of 0.356, the Sig.t value of 0.000 (0.000 <0.05), R Square value is 0.165 and R Square value is 0.242

Achievement Goal Theory Review: An Application to School Psychology

Achievement Goal Theory (AGT) is one of the most popular theoretical frameworks in motivation research. Despite its application to a variety of contexts, including, school, work, and sport, it has not yet been referenced in the field of school psychology. First, we review the theoretical underpinnings as told through the theory’s evolving models, explore its impacts on cognition, emotion, and behavior, and introduce a multiple goals perspective. Second, we outline the leading research supporting AGT, both in terms of structural and individual intervention studies. Third, we apply the principles of AGT to the primary tasks of school psychology professionals, including assessment, intervention, and consultation practices. The students we support can greatly benefit from gearing our approaches toward ones that foster self-improvement and interest.

Need satisfaction and achievement goals of university faculty: an international study of their interplay and relevance

Previous research has successfully used basic psychological need satisfaction and achievement goal approaches for describing the motivations of university faculty for teaching and for explaining differences in faculty experiences, success, and learning. However, the interplay between these motivational constructs has been largely ignored, with only faculty from specific educational contexts being studied—neglecting those from other higher education systems and institution types that potentially differ in the configurations, levels, and effects of their motivations. As combining both approaches and examining multiple educational contexts is essential for a comprehensive theoretical understanding of faculty motivation and generalizable results, we conducted an international study including 1410 university faculty members from German, Indian, and US-American teaching and research universities. Aside from need satisfaction and achievement goals, we measured their positive affect, teaching quality, and professional learning. Results demonstrated measurement invariance of basic need and achievement goal scales regarding language, higher education context, and institution type. We found small differences in motivations between the three higher education contexts and negligible differences between institution types. Task, learning, and relational goals were positively and work avoidance goals were negatively linked to the outcome variables. Need satisfaction sensibly explained differences in pursuit of these goals, and—directly and indirectly through the goals—also the outcome variables. Taken together, these results provide international evidence for the importance of faculty motivation for teaching and illuminate how need satisfaction is relevant for goal pursuit, while both motivation approaches uniquely matter for faculty experiences, success, and learning.