Academic Achievement Goal Orientations Research Articles

The Relationship among Class Satisfaction, Self-directed Learning, and Academic Achievement Goal Orientation in College Physical Activity Online Class : Focusing on Mediating and Moderating Effect Analysis

이 연구는 대학체육 실기수업을 온라인으로 수강한 경험이 있는 학생들로부터 수업만족, 자기주도 학습, 학업성취의 구조적 관계를 분석하고자 한다. 서울 소재 D대학교에서 2020-1학기부터 2021-1학기까지 전공 및 교양체육 온라인 실기수업을 수강한 경험이 있는 234명 학부생들을 연구 대상으로 하였다. 불성실한 설문지를 제외하고 총 171명(73.1%)을 최종 분석 자료로 활용하였다. 자료 분석을 위해 확인적 요인분석과 다중회귀분석을 실시하였다. 연구결과 첫째, 수업만족은 자기주도 학습에 긍정적인 영향을 미쳤다. 둘째, 수업만족은 학업성취에 긍정적인 영향을 미쳤다. 셋째, 자기주도 학습은 학업성취에 통계적으로 유의한 영향을 미치지 않았다. 넷째, 수업만족과 학업성취 사이의 관계에서 자기주도 학습은 통계적으로 유의한 매개변인 역할을 하지 않았다. 마지막으로, 수업만족과 학업성취 사이의 관계에서 자기주도 학습은 통계적으로 유의한 조절변인 역할을 하지 않았다. 대학 비대면 수업의 불가피한 교육 환경에서 대학 체육실기 수업은 특성에 맞는 철저한 내용과 효과적인 수업 운영 계획이 이루어 져야 할 것이다.

영재 청소년의 완벽주의 특성에 따른 군집유형 - 성격 5요인, 학업적 성취목표지향성, 그릿에서의 차이

영재 청소년의 완벽주의 특성에 따른 군집유형 - 성격 5요인, 학업적 성취목표지향성, 그릿에서의 차이

A Longitudinal Relationship between Academic Achievement Goal Orientation and Life Goals: The Mediating Effect of Self-Determined Motivation

A Longitudinal Relationship between Academic Achievement Goal Orientation and Life Goals: The Mediating Effect of Self-Determined Motivation

Investigating the Relationship Between Pharmacy Students’ Achievement Goal Orientations and Preferred Teacher Qualities

To investigate the relationships between pharmacy students' preferred teacher qualities and their academic achievement goal orientations. Participants completed an achievement goal questionnaire and a build-a-teacher task. For the latter, students were given a $20 hypothetical budget to purchase amounts of 9 widely valued teachers' qualities. Three hundred sixty-six students participated. Students spent most of their budget on the traits of enthusiasm, expertise, and clear presentation style, and the least amount of money on interactive teaching, reasonable workload, warm personality, and intellectually challenging. In relation to achievement goals, negative associations were found between avoidance goals and preferences for teachers who encourage rigorous thinking and self-direction. These novel findings provide a richer profile of the ways students respond to their learning environment. Understanding the relationships between teachers' characteristics and pharmacy students' achievement goal orientations will contribute to improving the quality of pharmacy learning and teaching environments.

The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals

Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students’ perceptions of parents’ standards and criticism are proposed as antecedents of multidimensional perfectionism, which in turn are hypothesised to be associated with types of academic achievement goal orientations. The sample consisted of 256 high school students who completed questionnaires assessing adaptive and maladaptive perfectionism, perceptions of their parents and personal achievement goals. Structural equation modelling supported the hypotheses suggesting that high parental standards are positively associated with the adaptive perfectionist characteristic of self-organised perception, which in turn are associated with a mastery goal orientation. Parental criticism predicted the maladaptive perfectionist characteristic of concern over mistakes, which in turn was found associated with a performance-avoidance goal orientation.

Correlation between academic achievement goal orientation and the performance of Malaysian students in an indian medical school

According to goal orientation theory, achievement goals are defined as the terminal point towards which one's efforts are directed. The four academic achievement goal orientations commonly recognised are mastery, performance approach, performance avoidance and work avoidance. The objective of this study was to understand the goal orientation of second year undergraduate medical students and how this correlates with their academic performance. The study population consisted of 244 second year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Melaka Manipal Medical College, Manipal campus, Manipal University, India. Students were categorised as high performers and low performers based on their first year university examination marks. Their goal orientations were assessed through a validated questionnaire developed by Was et al. These components were analysed by independent sample t-test and correlated to their first year university examination marks. Confirmatory component factor analysis extracted four factors, which accounted for 40.8% of the total variance in goal orientation. The performance approach goal orientation alone explained 16.7% of the variance followed by mastery (10.8%), performance avoidance (7.7%) and work avoidance (5.7%). The Cronbach's alpha for 19 items, which contributed to internal consistency of the tool, was observed to be 0.635. A strong positive correlation was shown between performance approach, performance avoidance and work avoidance orientations. Of the four goal orientations, only the mean scores in work avoidance orientation differed for low performers and high performers (5.0 vs. 4.3; P = 0.0003). Work avoidance type of goal orientation among the low performer group may account for their lower performance compared with high performer group. This indicates that academic achievement goal orientation may play a role in the performance of undergraduate medical students.

Personality Factors, Academic Emphasis, and StudentsLecturers’ Relationship as Determinants of Undergraduates’ Academic Achievement Goal Orientation: The Nigeria Experience.

The study examined the interrelationships among personality factors, academic emphasis, studentslecturers relationship and academic achievement orientation of Nigerian undergraduates in Southwest Nigeria. Three thousand four hundred and eighty-nine (3489) randomly selected undergraduates took part in the study. Four (4) valid and reliable instruments were used for data collection. These instruments are: The Big Five Inventory by John and Srivastava (1999); Achievement Goals Orientation Scale by Was (2006); Academic Achievement Motivation Scale by Vallerandet al., (1992); and Student-Instructor Relationship Scale by Creasey, Jarvis, K Adj. R 2 = .359; F(1, 3486) = 19.507; P < .05). Also, students’ personality was found to significantly influenced by academic emphasis of the school (Adj. R 2 = .226, F (6, 3482) = 18726) while students-lecturers’ relationship (Adj. R 2 = .311, F (7, 3481) = 21.788) and undergraduates’ achievement goal orientation (Adj. R 2 = .103, F (6, 3483) = 16.174) were found to be influenced by personality factors. Findings of the study further indicated a significant influence of academic emphasis on undergraduates’ achievement goal (Adj. R 2 = .177, F (1, 3487) = 12.963, P < .05), while students-lecturers’ relationship was also found to influence students’ achievement goal orientation significantly (Adj. R 2 = .159, F (3, 3485) = 16.174, P < .05). The study concluded that the accurate prediction of undergraduates’ academic achievement through personality factors, students-lecturers relationships, and academic emphasis has important implications for education, and not just at the higher institution’s level

Achievement goal orientations and identity formation styles

The present article points to shared underlying theoretical assumptions and central processes of a prominent academic motivation perspective – achievement goal theory – and recent process perspectives in the identity formation literature, and more specifically, identity formation styles. The review highlights the shared definition of achievement goal orientations and identity formation styles as mental frames that guide interpretation of situations, define standards for action, and direct coping with challenges. Despite differences in unit-of-analysis and general focus, both perspectives emphasize the qualitative differences between mental frames that are oriented towards self-development and those that are oriented towards self-worth validation and enhancement. Also, recent theorizing in both perspectives highlights the role of contexts and situations in adolescents’ adoption of certain achievement goal orientations and identity formation styles. The article concludes with research questions concerning the potential reciprocal relations between adolescents’ academic achievement goal orientations and identity formation styles.