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.

Validation of the Need for Competing Inventory

Past studies have been conducted on competitiveness and achievement orientation as two noncooperative explanations for achievement motivation and achievement behavior. But a complimentary representation of a competitive-achievement orientation has yet to be explored. This paper developed and validated the need for competing inventory (NCI), and further investigated its relations with achievement orientation, emotional assessment, self-efficacy, grit, anxiety, and flow. The results from the present study support the theoretical construct of the need for competing, in the hope that it will provide a solid foundation for a competitive-achievement orientation, which is suggested to play a significant role in competitive achievement behavior. It is anticipated that the results from the present study will open a debate for including a competitive-achievement orientation in future research with the aim for a stronger predictor for achievement behavior.

Sistem Pendukung Keputusan Penentuan Pemberian Insentif Pegawai THL Menggunakan Metode Promethee Pada Kantor Walikota Pematangsiantar

Pematangsiantar Mayor Office is an institution that is used and functions to serve and protect the community. This paper proposes a decision support system research using the Promethee method. Promethee is one of several methods of determining the order or priority in multi-criteria analysis. This writing uses the Promethee method as a step in determining the provision of incentives for freelance daily staff at the Pematangsiantar Mayor's Office. In this study the authors took 10 alternatives with 5 assessment criteria including absenteeism, achievement, behavior, long history of work and teamwork. With the highest result obtained by alternative 9 on behalf of Triono with a value of 0.422 and the lowest result obtained by alternative 6 on behalf of Soraya with a value of -0.211.

Contribution of Emotional Intelligence and Parental Social Support in Student Learning Achievement

This study aims to analyze (1) learning achievement, emotional intelligence and social support of parents, (2) the contribution of emotional intelligence and social support both individually and collectively to student achievement behavior. This research uses descriptive quantitative method. The study population was 436 students of SMK Country 3 Padang. The research sample was 209 students who were selected by purposive sampling technique. The instrument uses a scale of emotional intelligence, and social support from parents and the results of the students' mid-semester value recap. The research data were analyzed using descriptive statistics, simple regression, multiple regression. The results of the study proved that: (1) emotional intelligence contributed 31.5% to student achievement, (2) parents' social support contributed 27.6% to student achievement, (3) emotional intelligence, shared parent social support contributed on student achievement as much as 33.4%. The implication of the results of this study can be used as input for making guidance and counseling service programs in improving student learning achievement.

Building Resilient Voices

This chapter discusses social-emotional learning (SEL) in urban schools and the impact of these interventions on student academic achievement, behavior, self-efficacy, and instances of stress and depression. Utilizing Critical Race Theory (CRT) and the White-Savior Industrial Complex, the authors provide a conceptual framework for developing a culturally responsive SEL program for urban youth. Because the teaching demographics in the United States consisting of over 80% white educators, the authors discuss the importance of implementing SEL practices that specifically address racism at the individual and institutional levels.

Family-Community-Higher Education Partnership

Despite governments and the higher learning institutions investing greatly in the search for social justice, its realization has more often than not remained elusive. Could this state of affairs be attributable to weak partnerships among the critical players, as an increasing body of evidence tends to suggest? Accordingly, collaboration between the family, community, and institutions of learning plays a big role in any student's life, particularly in academic achievement, behavior, as well as development of social competencies. Engaging families from diverse backgrounds helps in promoting the view that education is a shared responsibility, including helping the orphans and vulnerable and those with special needs to access higher education. Against this background, this chapter discusses the benefits, barriers, and prospects of family, community, and higher education partnerships as a means of enhancing social justice today. Also elucidated are a relevant theory and the roles of partners in enhancing the provision of quality education.