The Impact of Cooperative Learning on University Students’ Academic Goals

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

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.

Mediating Role of Locus of Control in Achievement Goals and Self Handicapping Strategies Among University Students

The present study aimed at finding the mediating effect of locus of control in the relationship between achievement goals and self handicapping strategies among university students. The sample consisted of 300 university students (150 females and 150 males) from public and private educational institutes of Islamabad. The sample was selected through convenient sampling technique. Self Handicapping Scale (Jones & Rhodewalt, 1982), Multidimensional Multi-Attribution Causality Scale (Lefcourt, Baeyer, Ware, & Cox, 1979), and Academic Goal Questionnaire (Elliot & Murayama, 2008) were used to explore the study variables. Meditational analysis was done using process macro. Results revealed the partial mediating role of external locus of control in the relationship between performance achievement goals and self handicapping strategies; while, internal locus of control partially mediated the relationship between mastery achievement goals and self handicapping strategies.

Intra-individual changes in 3x2 achievement goals, friendship goals, motivational regulations and consequences in physical education

Introduction: This research examines intraindividual changes in 3x2 achievement goals in physical education classes during one semester, as well as the relationship of these changes with those in other motivational and outcome variables. Method: A total of 334 (178 boys and 156 girls) high school students (M = 13.12, SD = 1.05) completed five questionnaires in two different school years. Results: The results of the true intraindividual change model (TIC) provided unequivocal support for the separation of task-based and self-based goals, as well as the structures based on both valences of approach and avoidance. They also showed different intraindividual change patterns in the 3x2 achievement goals, indicating a progression in the stability of the goals depending on their definition. Intraindividual variability in achievement goals is directly related to intraindividual variability in dependent variables, with the task-approach goals TIC being the most adaptive. Conclusions: These goals should be prioritized.

“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

Economic Student Scientific Publication Model Exploration Factor Analysis (EFA) Approach

Background: Our research reveals factor measures, which are generated to encourage economics students to engage in scientific publication and research processes. Research purposes: Availability of motivational models for scientific publications, as a form of developing economics students in the future. Research methods: Estimation using Exploratory Factor Analysis (EFA) approach, with statistical tools Jeffreys's Amazing Statistics Program (JASP) version 0.16.0.0. Research results: This study shows the accuracy of the model, including the calculated value of McDonald's and Cronbach's > 0.700, for the MSA value of 0.762, and the value of Bartlett's test < .001. For the correlation relationship, it is strengthened by the RMSEA number which is between 0.05-0.08. This study forms a 3 factor model for scientific publications of economics students. Conclusion: This study estimates the factors that can encourage the scientific publication model of economics students. Several factors in this research model are in line with the findings of previous researchers. This study shows that the accuracy of the model includes the McDonald's and Cronbach's > 0.700, for the MSA value of 0.762, and the Bartlett's test value < .001. For the correlation relationship, it is strengthened by the RMSEA number which is between 0.05-0.08. Thus, there are 3 factors in this model, namely the role of lecturers and families, students' basic abilities, and academic achievement goals. We realize that there are several theoretical challenges and measurement models, therefore further research is carried out using statistical test instruments and tools such as AMOS, PLS, and LISREL.

Early Adolescents’ Social Achievement Goals and Perceived Relational Support: Their Additive and Interactive Effects on Social Behavior

The current study examined the additive and interactive effects of early adolescents’ social achievement goals and perceived relational support from teachers and peers on their social behavior. Adolescents’ social achievement goals (i.e., social development, social demonstration-approach, and social demonstration-avoidance), perceived relational support from teachers and peers, and social behavior (i.e., overt and relational aggression, prosocial behavior, and anxious solitary behavior) were assessed in a sample of fifth and sixth graders (Mage = 12.5; N = 677) nested within 26 classrooms. Multilevel modeling results indicated that social goals and relational support from teachers and peers made additive contributions to adolescents’ social behavior. Results also indicated the evidence of interactive effects, such that relational support from teachers was negatively associated with overt and relational aggression primarily among adolescents who had high social demonstration-approach goals. Findings underscore the need to consider adolescents’ social goals in conjunction with their perceived relational support for educators and practitioners.