Achievement Goal Motivation Research Articles

How learners’ achievement goal motivation influences their metacognitive skills in online social annotations context?

ABSTRACT Online learning requires high self-regulated abilities facilitated by metacognitive skills. Achievement goal motivation impacts metacognition, but their relationship in online learning contexts lacks consensus. One of the components of achievement goal orientation is mastery goal orientation which focuses on learning and self-improvement. The other component, performance goal orientation, emphasises demonstrating competence. This quantitative study collected questionnaire and behavioural log data from 39 learners and examined the interplay between achievement goal motivation and metacognitive skills within an online social annotation environment. Findings revealed that mastery goal orientation positively correlated with metacognitive planning and regulation, while performance goal orientation was predominantly associated with metacognitive regulation. Neither goals significantly correlated with metacognitive monitoring. Cluster analysis indicated that ‘balanced achievers’ with higher performance goal orientation may play a pivotal role in promoting social cognition. These insights deepen understanding of motivating learners and creating effective online learning approaches by leveraging the influence of achievement goal motivation on metacognitive strategies.

Effects of goal achievement motivation on K-12 students’ resilience in STEAM activities: the mediating role of in-school social supports

Students are required to be resilient when they encounter stress, academic difficulties, and even stereotypes during challenging STEAM activities. Thus, exploring supportive pathways to improve resilience is necessary. There is existing evidence that students’ goal achievement motivation and in-school social supports are efficient individual and environmental factors to support students’ resilience. However, few studies have discussed the triadic relations. To address this gap, based on the input-environment-outcome (I-E-O) model, the present study examined the relationships between students’ goal achievement motivation and resilience, taking into account in-school social supports (i.e. teacher support and student support) as potential mediators. A valid sample of data collected from 281 K-12 school students was used to test the model. The results showed that goal achievement motivation and peer support were crucial factors in promoting resilience, but teacher support had no effect. Furthermore, goal achievement motivation is positively related to teacher support and peer support. Additionally, peer support has a partial mediating effect on the correlation between goal achievement motivation, but teacher support has no mediating role. These findings suggested that educators can improve students’ resilience by activating their goal achievement motivation and enhancing supportive peer interaction during the process of STEAM activities.

Learning Power of Chinese Students: Why Perceived Achievement Goal Motivation, Teacher-Student Closeness and Parent Involvement Matter

It is evident that helping students learn “how to learn” develop learning power. This makes young learners confident and prepared to face the challenges of life. However, this appears hard-to-accomplish in isolation without the active involvement of parents and teachers. This paper aims to investigate how teacher-student closeness, parents involvement and learning power fix together and the extent to which achievement goal orientation explains the association between the context and students’ learning. A sample of 1882 Chinese high school students in Beijing were recruited to participate in the study. Structural equation modeling was used to test the direct and indirect effects of student perceived achievement goal motivation, teacher-student closeness and parent involvement in predicting students’ learning power. The results demonstrate that teacher-student closeness and parent involvement were highly associated with learning power and predicted a high mastery-oriented goal motivation. The mastery-oriented goal motivation as a mediating role partially explained the association between context and students’ learning power. The findings highlight the importance of students’ learning motivation and contexts of teacher and parent involvement in developing students’ learning qualities and power.

EMOTIONALINTELLIGENCEANDTHEROLEOFRESILIENCEINMOTIVATINGSUCCESS

Within the framework of positive organizational behavior, the structure of psychological capital defines four psychological potentials that affect motivation and performance in the workplace: self-efficacy, hope, optimism, and resilience. Thus, emotional intelligence refers to the processes of self-regulation of emotions and motivation that allow people to make adjustments to achieve individual, group, and organizational goals; emotional intelligence is closely related to personal progress in the organizational environment, success, and self-efficacy. Moreover, emotional intelligence is considered a prerequisite for resilience. This study aims to investigate the role of resilience and emotional intelligence in goal achievement motivation to test whether emotional intelligence regulates the relationship between resilience and achievement motivation. Participants-188 employees aged 19 to 58 years. the results confirm the important role of emotional intelligence and resilience in motivating success.

Strive towards a good performance or avoid a failure performance in entrepreneurship education: a look into growth and independence-oriented intentions

PurposePrior studies on entrepreneurial intention have shown that different orientations exist regarding entrepreneurial engagement: one looking at the growth of a venture (growth-oriented) and the other looking at the maintenance of an entrepreneurial autonomy (independence-oriented). Filling a gap in the literature concerning the reasons why individuals develop different orientations of entrepreneurial intention, this study revolves around achievement goal motivation (mastery, performance and avoidance approaches) and self-regulatory modes (locomotion and assessment), since both are thought to be at the origin and maintenance of an action willingness.Design/methodology/approachIn a sample of 209 undergraduates, we administered a structured questionnaire at the beginning of an elective entrepreneurship education programme. Through a set of hierarchical regressions we examined the specific role of achievement goal motivation and regulatory modes in relation to the two orientations of intention.FindingsOur findings show that, on the one hand, growth-oriented intention is related to a performance approach and both locomotion and assessment regulatory modes. On the other hand, independence-oriented intention is related to an avoidance approach.Research limitations/implicationsThese results illuminate the theoretical connections between entrepreneurial intention and motivation and provide implications for entrepreneurship education and the relationship between intention and consequent behaviour.Originality/valueThis study is among the first to provide an empirical exploration of the motivational and regulatory drivers that lie beneath a growth-oriented and an independent-oriented intention, offering a theoretical explanation about the development of different intentions towards venture creation. Our findings illuminate on the urgency to consider entrepreneurial intention as a multi-dimensional construct if we are to understand the intention-behaviour nexus.

The association between achievement goal motivation and counterproductive work behavior: the moderating effect of work engagement and the Dark Triad

BackgroundThe objective of the article is to describe the association between counterproductive work behavior (CWB), achievement goal motivation and the moderating variables: work engagement and the Dark Triad (DT). The theoretical bases of the tested models are: the four-factor theory of achievement goal motivation (Elliot & McGregor), the CWB conception of Spector, the JD-R model of Demerouti, the work engagement model of Schaufeli and the DT conception of Paulhus and Williams.Participants and procedureAn internet study was conducted with 138 office employees as participants. The variables were measured us-ing the Polish versions of the following tools: achievement goal motivation – AGQ-R, counterproductive work behavior – CWB-C scale, work engagement – UWES, DT – the Dirty Dozen scale.ResultsThe obtained results confirm the hypothesis of the differentiated strength of the additional association of the analyzed types of achievement goal motivation (mastery approach, mastery avoidance, performance ap-proach, performance avoidance) with CWB. This link occurs in models without moderators not only for mastery avoidance. In the models with moderators, the interaction patterns are differentiated for particular types of mo-tivation; for example, work engagement interacts only with the performance approach, while DT interacts not only with the mastery approach. Three-directional interactions increase the percentage of explained variance of the models to a small degree.ConclusionsModerating effects were relatively strong within the association of performance approach with CWB. Results indicate the accuracy of the theoretical bases of the studies, as well as the need for their continuation with ac-count being taken of the types of CWB and components of DT.

Strive or Avoid: A Motivational Perspective of Growth and Independence- Oriented Intentions

This paper aims at shedding light on the motivational and self- regulatory components lying at the bottom of growth and independence- oriented intentions as conceptualized by Douglas (2013). In a sample of 209 undergraduates, we administered a structured questionnaire at the beginning of an elective entrepreneurship education program. We investigated how the different types of intention are related to different approaches to achievement goal motivation (Mastery, Performance, and Avoidance approaches) and self-regulatory modes (Locomotion and Assessment). Findings show that growth-oriented and independence-oriented intentions have different motivational and self-regulatory patterns of correlations. Growth intentions relate to a performance approach and locomotion. Independence intentions relate to an avoidance approach. Implications for entrepreneurship education are examined.

PRESERVICE TEACHERS' PEER SUPPORT THROUGH CLOSE SOCIAL TIES: AN INVESTIGATION OF THE SOCIAL SIDE OF TEACHER EDUCATION

Typical preservice teachers will experience a number of demanding teaching situations during their school-based teaching practice. In such situations, peer support from fellow students may be an important factor. A questionnaire was distributed to Danish preservice teachers in selected teacher education programmes (namely, at university colleges). A total of 1,448 preservice teachers participated. Structural equation modelling of the questionnaire data shows that achievement goal motivation is the factor most strongly related to peer support. Intrinsic motivation is also a significant factor. The self-efficacy of preservice teachers in teaching situations is also related to peer support, while experiences of discipline problems in teaching situations are negatively related to self-efficacy. Implications of these findings are discussed.

Motywacja osiągnięć, ciemna triada i zaangażowanie w pracę jako korelaty zachowań kontrproduktywnych

The main objective of this paper is exploration of mechanisms clarifying work behaviors commonly known as bad. Researchers call it Counterproductive Work Behaviors (CWB). Understanding of those processes can lead to theoretical conclusions that could help to minimize those behaviors in organizations. Presented research (N=138) was conducted to verify: 1) Goal Achievement Motivation, Dark Triad and Work Engagement as Counterproductive Work Behaviors predictors, 2) moderating role of Dark Triad and Work engagement for Counterproductive Work Behaviors. Additionally, we checked Narcissism as a mediator of Psychopathy and Machiavellianism with Counterproductive Work Behaviors. We used: Utrecht Work Engagement Scale (Szabowska-Walaszczyk, Zawadzka & Wojtaś, 2011), AGQ-r – Achievement Goal Questionnaire (Lipowska, 2016), CWB-c – Counteproductive Work Behavior – checklist (Baka, Derbis & Walczak, 2015) and Parszywa Dwunastka Questionnaire (Czarna & Jonason, 2016). Research was performed on a group of office workers. We assumed that this type of work can be connected with higher intensity of Counterproductive Work Behaviors. Results, that are discussed in the final part of this paper, were mostly consistent with hypothesis. Key words: counterproductive work behaviors, Dark Triad, achievement goals, work engagement

May the best man lose: Guilt inhibits competitive motivation

Both guilt and competition motivate goal achievement. Guilt increases task motivation, but also enhances prosocial goals. Competition motivates individual success, but its zero-sum nature makes personal and prosocial goals mutually exclusive. This work explores the relationship between guilt, competition and goal-achievement motivation. In five experiments, guilt was associated with higher motivation to achieve individual goals, but its effect on motivation in competitive settings was negative. Unlike guilt, shame, the emotion most closely related to it, did not affect competitive motivation. The studies identify a conflict between personal and prosocial goals, both activated by guilt, as the cause for reduced competitive motivation. When outperforming others did not harm their interests, or when competitive achievement could also benefit others, the motivation of guilty competitors returned to its typical high level. The results demonstrate the power of emotions and competitive incentives on goal-directed behavior.

Supporting Subject Justification by Educational Psychology: A Systematic Review of Achievement Goal Motivation in School Physical Education

Achievement Goal Theory (AGT) has been applied as core concept for understanding and promoting students’ motivation in physical education (PE) and shows considerable relevance for theoretically and empirically justifying the significance of PE. However, systematically organized reviews of empirical research on AGT are limited to physical activities without explicit PE perspective. First, we aimed to compile basic tenets of AGT and its pedagogical potential for PE. Second, to bring together key findings and discuss future research, we systematically examined the existing empirical literature that applied AGT constructs in both observational and interventional PE settings. We searched the Web of Science, Scopus, Education Source, ERIC, SPORTDiscus, Physical Education Index, PsychInfo, and PsychArticles databases to identify English-language peer-reviewed journal articles with no restriction to publication date. The review was conducted according to the PRISMA Statement. Two independent reviewers screened all studies identified for eligibility, and assessed the methodological quality as well as the risk of bias. A total of 91 studies were included for analysis. Most of the studies (70) were observational, 21 studies were intervention based. On average, the methodological quality of the included studies was moderate and the risk of bias was moderate to high. Mastery goals, mastery-approach goals, and mastery climates appear to be highly relevant for supporting multiple political and curricular PE aims such as psychological well-being, motor skill development, general sports participation, prosocial behavior, and aspects of healthy living. Achievement goal profiles combining high mastery goals, high to low performance goals, and performance-approach goals partly show desirable functions. The results provide comprehensive information for planning and shaping PE lessons based on AGT constructs that match the intended ambitions. The integration of the results into everyday school PE practice is a promising avenue for promoting students’ motivation in PE and for fulfilling the overall political and curricular aims. However, this may be challenging in PE practice, as PE teachers at least partially follow a performance-pedagogical structure, including an orientation towards agonal sports, competition, and social comparison.

The Effect of Social Dilemma on Flow Experience: Prosociality Relevant to Collective Efficacy and Goal Achievement Motivation

According to social dilemma theory, students may be characterized as being indifferent to reciprocal behavior and disengaged from interacting with the board gaming process. Given a common goal, students’ prosociality can affect the collective efficacy and goal achievement motivation that reflects their flow experience in a cooperative-competitive computer-based digital board game, called Strike-Up. The players were randomly provided with five numbers, addition, subtraction, multiplication, and division signs, and parentheses, and needed to complete the arithmetic calculation to find the best approaches to achieve the goal of reaching the end of the game. In addition to the cognitive strategies, the game allowed players to help each other to win. To explore the correlation, 240 students were randomly grouped into three-player teams to play Strike-Up against other teams. Data of 180 players were effectively returned and subjected to confirmatory analysis with structural equation modeling. The results revealed that prosociality can positively predict players’ flow experience mediated positively by collective efficacy and performance-approach goal motivation. The results also implied that the higher level of prosociality students had, the higher level of flow state they experienced in the game which involved a social dilemma.

The Influence of Problem-Based Learning Communities on Research Literacy and Achievement Goal Motivation

The Influence of Problem-Based Learning Communities on Research Literacy and Achievement Goal Motivation

Achievement goal motivation and cognitive strategies as predictors of musical creativity among secondary school music students

The purpose of this study was to (a) establish the relationships among achievement goal motivation, cognitive learning strategies, and musical creativity; (b) determine the best predictors of musical creativity among the study variables. Participants ( N = 201) were secondary school music students in Kenya. Two self-report measures, the Achievement Goal Questionnaire-Revised (AGQ-R) and Motivated Strategies for Learning Questionnaire (MSLQ) were used in data collection for the independent variables. Musical creativity was measured by a creative composition task and evaluated according to four dimensions of musical craftsmanship, syntax, originality and aesthetic sensitivity. The results showed that musical creativity was positively correlated with mastery-approach goal and deep processing learning strategy but negatively correlated with surface processing strategy, performance-approach and performance-avoidance goals. The best predictor of musical creativity was deep processing strategy, β = .45, p < .01, which accounted for approximately 26% of the variance in participants’ musical creativity, followed by mastery-approach goal, β = .27, p < .01, R2 =.09. The implication for music education is that music teachers should create conducive environments and adopt teaching strategies that nurture mastery-approach goal orientation and deep processing learning strategies to enhance musical creativity

Measuring Mindsets and Achievement Goal Motivation: A Validation Study of Three Instruments.

To evaluate the validity of scores from three instruments measuring achievement goal motivation-related constructs: a shortened version of Dweck's Implicit Theories of Intelligence Scale (ITIS-S), measuring incremental and entity mindsets; Elliot's Achievement Goal Questionnaire-Revised (AGQ-R), measuring mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance achievement goals; and Midgley's Patterns of Adaptive Learning Scales (PALS), measuring mastery, performance-approach, and performance-avoidance achievement goals. High school students participating in a medical simulation training activity in May 2017 completed each instrument. The authors evaluated internal structure using reliability and factor analysis and relations with other variables using the multitrait-multimethod matrix. There were 178 participants. Internal consistency reliability (Cronbach alpha) was > 0.70 for all subscores. Confirmatory factor analysis of ITIS-S scores demonstrated good model fit. Confirmatory factor analysis of AGQ-R scores demonstrated borderline fit; exploratory factor analysis suggested a three-domain model (approach, mastery-avoidance, performance-avoidance). Confirmatory factor analysis of PALS scores also demonstrated borderline fit; exploratory factor analyses suggested consistent distinction between mastery and performance goals but inconsistent distinction between performance-approach and performance-avoidance goals. Correlations among AGQ-R and PALS scores were large for mastery (r = 0.72) and moderate for performance (≥ 0.45) domains; correlations among incremental and mastery scores were moderate (≥ 0.34). Contrary to expectations, correlations between entity and performance scores were negligible. Correlations between conceptually unrelated domains were small or negligible. All instrument scores had good internal consistency and generally appropriate relations with other variables, but empirically determined domain structures did not consistently match theory.

Measuring achievement goal motivation, mindsets and cognitive load: validation of three instruments' scores.

Measurement of motivation and cognitive load has potential value in health professions education. Our objective was to evaluate the validity of scores from Dweck's Implicit Theories of Intelligence Scale (ITIS), Elliot's Achievement Goal Questionnaire-Revised (AGQ-R) and Leppink's cognitive load index (CLI). This was a validity study evaluating internal structure using reliability and factor analysis, and relationships with other variables using the multitrait-multimethod matrix. Two hundred and thirty-two secondary school students participated in a medical simulation-based training activity at an academic medical center. Pre-activity ITIS (implicit theory [mindset] domains: incremental, entity) andAGQ-R (achievement goal domains: mastery-approach, mastery-avoidance, performance-approach, performance-avoidance), post-activity CLI (cognitive load domains: intrinsic, extrinsic, germane) and task persistence (self-directed repetitions on a laparoscopic surgery task) were measured. Internal consistency reliability (Cronbach's alpha) was > 0.70 for all domain scores except AGQ-R performance-avoidance (alpha 0.68) and CLI extrinsic load (alpha 0.64). Confirmatory factor analysis of ITIS and CLI scores demonstrated acceptable model fit. Confirmatory factor analysis of AGQ-R scores demonstrated borderline fit, and exploratory factor analysis suggested a three-domain model for achievement goals (mastery-approach, performance and avoidance). Correlations among scores from conceptually-related domains generally aligned with expectations, as follows: ITIS incremental and entity, r=-0.52; AGQ-R mastery-avoidance and performance-avoidance, r=0.71; mastery-approach and performance-approach, r=0.55; performance-approach and performance-avoidance, r=0.43; mastery-approach and mastery-avoidance, r=0.36; CLI germane and extrinsic, r=-0.35; ITIS incremental and AGQ-R mastery-approach, r=0.34; ITIS incremental and CLI germane, r=0.44; AGQ-R mastery-approach and CLI germane, r=0.48 (all p<0.001). We found no correlation between the number of task repetitions (i.e. persistence) and mastery-approach scores, r=-0.01. ITIS and CLI scores had appropriate internal structures and relationships with other variables. AGQ-R scores fit a three-factor (not four-factor) model that collapsed avoidance into one domain, although relationships of other variables with the original four domain scores generally aligned with expectations. Mastery goals are positively correlated with germane cognitive load.

Finding Motivation to Learn: Exploring Achievement Goals in California Community College CalWORKs Students

This study investigated the achievement goals and motivations of California Community College CalWORKs students in an effort to better support student success and persistence. This study was guided by three research questions: (1) What type of achievement goals do CalWORKs students enter with? (2) What are their rationales for these types of achievement goals? (3) How malleable are these achievement goals? Interviews with 48 participants focused on better understanding the relationship between achievement goal type and motivation changes while in college. Findings indicate that CalWORKs students enter college with a range of goal types, but for many changes in goal type led to more intrinsic motivation and ultimately persistence toward graduation and career goals. Findings from this study also reveal that experiences highlighting students' ability to be competent as learners while balancing other roles helped catalyze change in achievement goal type and/or rationale. The results of this study emphasize that CalWORKs students' achievement goals are malleable, and particular college experiences can facilitate students' movement toward more academically focused goals. More specifically, placing more focus on additional student support programs that can foster peer networking, faculty interactions, and additional career exploration opportunities can lead to change in academic persistence.

How Does Students’ Sense of Self-Worth Influence Their Goal Orientation in Mathematics Achievement?

In learning mathematics, students are naturally motivated to protect their self-worth by maintaining a belief that they are competent in this area. However, there is an important question which educators have to answer: “Why do students often confuse ability with worth?” The most important reason is that in our society students are widely considered to be worthy according to their ability to achieve in the given tasks in mathematics. Irrespective the contributions of the Multiple Intelligence Theory of intelligence in education, unfortunately mathematics is still regarded as predicting students’ overall ability to learn. Educators should realize that the need in order to protect self-worth arises primarily from fear of failure. Therefore, if this fear of failure is strong, some students will not try and gradually they will produce failureavoiding strategies to avoid certain tasks in order not to look bad or receive negative assessments from others to protect his/her self-worth. It is important to make sure that the performance goals do not promote failure-avoidance (performance-avoidance-oriented) behavior, such as avoiding unfavorable judgments of capabilities and looking incompetent when the student encounters greater challenges. The main purpose of this qualitative study, therefore, is to explore students’ achievement goal motivation, their self-worth and how these motivational factors impact their learning goals in mathematics. This study hypothesizes that selfworth protection in math has also been considered from a performance-avoidance goal viewpoint. This study emphasizes that educators, who consider true self-worth as the student’s inherent value, should avoid comparing their students’ ability, capability relative to others as well as students’ academic performance and outcomes with others in class context.

Mastery Goal Orientation Promoting Students’ Expectancies for Success And Self-Efficacy

The purpose of this research is to examine the impact of Achievement Goal Motivation Theory on students’expectancies for success, beliefs about ability, usefulness, importance and interest for the mathematics subject.Research asserts that possessing mastery-learning- oriented motivation has a more positive impact on students’expectancies for success, beliefs about ability, usefulness, importance and interest for mathematics. This researchapplies a quantitative method of study. Quantitative data have been analysed using Wigfield and Eccles’sExpectancy–Value Theory Achievement Questionnaire in order to assess student’s expectancies for success, abilitybeliefs and subjective task values. In the case study of a private Suleyman Sah University, Turkey, the focus of thequestionnaire has been derived from the central research question: How applications of Achievement Goal Theoryaffect students’ expectancies for success, beliefs about ability, usefulness, importance and interest for mathematics?The questionnaire was given to 40 students who were selected randomly in mathematics class. Also, in order toidentify students’ goal orientation, Elliot’s AGQ (Achievement Goal Questionnaire) was applied to those students.Their Achievement Goal motivation types were compared to their beliefs about ability, usefulness, importance andinterest for mathematics. Based on the quantitative data analysis, it was concluded that students with masterylearninggoal orientation have more expectancies for success, for them mathematics is a more useful and importantsubject, and, most importantly, they show more interest for the subject. These are very important components tobe persistent in the face of difficulties and obstacles on the way to achievement in teaching mathematics.

Training demands on clerk burnout: determining whether achievement goal motivation orientations matter.

BackgroundIn the education field, learning experiences are considered learners’ properties and are viewed as a key determinant in explaining learners’ learning processes, especially for training novices such as clerks with varying levels of commitment to the medical profession. This study explored whether clerks’ achievement goal motivation orientations might buffer the negative well-being to a certain extent, considering their training demands during clinical training.MethodsNinety-four clerks at a tertiary medical center were longitudinally traced during their 2-year clerkship spanning from September 2013 to April 2015. Web-based, validated, structured, self-administered questionnaires were used to evaluate the clerks’ properties of achievement goal motivation orientation and personal background at the beginning of the clerkship. Regular surveys were conducted to evaluate their perceptions of training demands and burnout at each specialty rotation. Overall, 2230 responses were analyzed, and linear mixed-effects models were used to examine the repeated measures of the clerks.ResultsThe results revealed that higher perceived psychological and physical demands of training were related to higher perceived burnout during the 2-year clerkship. Although both the clerks’ task and ego orientations were related to reduced burnout (direct effects), only task orientation was indicated to exert a buffering effect on their perception of physical demands on burnout in the 1st year of the clerkship.ConclusionsConsidering the negative effects of training demands (psychological and physical), we observed a limited effect of the task achievement motivation orientation of medical students; therefore, additional studies might focus on strategies to facilitate medical students in clerkships in addressing both the psychological and physical demands inherent in training workplaces to improve their learning experience and well-being.