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.

Updating Training in the Medical Field

This chapter briefly reviews the literature that explores the training technique of deliberate practice and the related constructs, training outcomes of achievement goal orientation, self-efficacy, perceived instrumentality, and reflective practice. This work explains how educators can use and measure these variables to enhance current training methodologies. As part of creating more effective training, the TARGET model, developed by Ames, will be utilized to discuss potential ways to enhance training outcomes in a post-COVID-19 world. Specifically, suggestions are offered for enhancing online training using deliberate practice combined with the TARGET model within a medical setting where there are limited resources.

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 Impact Grit and Achievement Goal Orientation have on Athletic Training Students' Persistence

Purpose: Athletic training education continues to evolve thereby increasing the importance of student retention. Understanding student motivation through achievement goal orientation and grit scores may help support student’s persistence in an athletic training program. The purpose was to determine if a relationship exists between achievement goal orientation and grit to help provide educators a better understanding of their students’ reasons for persisting to help improve retention. Methods: An achievement goal orientation survey and grit scale were administered, and quantitative data was analyzed statistically from Commission on Accreditation of Athletic Training Education- accredited programs in good standing for the 2018-2019 academic year. Results: A total of 520 professional athletic training students participated. There was a significant main effect (F(1,3)=690.0, pConclusions: Athletic training students have similar grit scores across all cohorts and classify higher with mastery goal orientation compared to performance-approach, performance-avoidant, and work-avoidant orientations. Educators should understand students’ motivation to provide support and challenging tasks for their passion and perseverance for athletic training. Key Words: grit, mastery, performance-approach, performance-avoidant, work-avoidant.

The Effects of High School Basketball Player’s Sports Participa-tion Motivation on Achievement Goal Orientation and Achieve-ment Behaviors

Background: Although the motivation to set goals and taking steps to achieve them is essential for athletes wishing to progress to a professional level, motives for participating in sports vary depending on personal and physical characteristics. We aimed to investigate the effect of motivation to participate in sports on achievement goal orientation and achievement behavior in high-school basketball players. Methods: The study included 256 female high-school basketball players from Busan, Korea, and was conducted between September and October 2020. The questionnaires obtained data regarding motivation to participate in sports, achievement goal orientation, and achievement behavior. Structural equation modeling was used for data analysis. Results: Motivation to participate in sports exhibited a significant positive correlation with achievement goal orientation (P<0.05). Specifically, motivation related to the development of technical skills and achieving a sense of fulfillment, amusement, and health exerted a positive effect on task-goal orientation. Greater motivation related to technical skill development, attaining a sense of accomplishment, and improving health was associated with greater self-goal orientation. Additionally, achievement goal orientation exerted a significant positive effect on achievement behavior (P<0.05). Conclusion: Given the relative unpopularity of basketball in Korea, it is crucial for players to develop high achievement goal orientation and engage in real efforts to translate such motivation into action. This goal- and achievement-oriented attitude should precede motivation for participating in basketball.