Achievement Goal Orientation Scale Research Articles

Achievement motivation and mental health among medical postgraduates: the chain mediating effect of self-esteem and perceived stress.

Medical postgraduates generally experience high levels of depression and anxiety. Previous studies have investigated the impact of various achievement motivations on depression/anxiety among medical students. This study focused on self-esteem and perceived stress, examining the internal mechanisms through which achievement motivation affects depression/anxiety. 530 medical postgraduate students (66.04% female and 33.96% male) were administered the Achievement Goal Orientation Scale, Self-Esteem Scale, Perceived Stress Scale, and Depression-Anxiety-Stress Scale. Results indicated that: (1) mastery-approach goals were negatively correlated with depression/anxiety; mastery-avoidance goals were positively correlated with depression/anxiety; performance-avoidance goals positively predicted depression/anxiety; (2) self-esteem mediated the relationship between achievement motivation and depression/anxiety; (3) perceived stress played a mediating role in the relationship between achievement motivation and depression/anxiety; (4) self-esteem and perceived stress played a chain mediating role in the relationship between achievement motivation and depression/anxiety; (5) there was no significant linear correlation between mastery-approach goals and depression/anxiety. Although this study employed a cross-sectional design and self-report scales, both of which have certain limitations, the findings still hold significant theoretical and practical implications. The research reveals a mediating pathway between achievement goals and mental health, offering new insights into mental health education for medical graduate students.

The Relationship of Achievement Goal Orientations and 21st Century Skills Acquisition with the Entrepreneurship of Pre-Service Teachers.

Teachers' goal orientations and their adaptation to the 21st century determine many questions in teacher training and professional development. One of these aspects is entrepreneurship, such that the achievement goal orientations and 21st century skills of pre-service teachers have a positive role in entrepreneurship. The present study aimed to investigate the predictive role of the achievement goal orientations and 21st century skills of pre-service teachers in relation to entrepreneurship. To this end, a correlational design was conducted to analyze relationships between variables. The sample in the current study consisted of 282 pre-service teachers studying at a Faculty of Education in Anatolia Province, Turkey. The instruments were the Achievement Goal Orientations Scale, 21st Century Learning Skills Acquisition Scale, and The Scale of Entrepreneurship of College Students. The data obtained from these scales were analyzed using structural equation modeling. The results showed that the structural model of the relationships between achievement goal orientations, 21st century skills, and entrepreneurship had an adequate goodness of fit, so that most of the achievement goal orientations and 21st century skills of pre-service teachers predicted either directly or indirectly their entrepreneurship skills. The conclusion was that entrepreneurial education activities related to teacher entrepreneurship can be planned by considering 21st century skills and achievement goal orientations in teacher education.

Academic Motivation as a Mediator of Social Support and Achievement Orientation: Case of Muslim High School in Indonesia

The study of academic motivation is essential in understanding how various factors contribute to students' educational achievements and overall well-being. This research explored the relationship between academic motivation and the mediation effects of social support on achievement orientation. Specifically, it examined how these factors interrelates and supports each other in the context of high school students. The sample for this study consisted of 225 high school students selected through convenient and cross-sectional sampling techniques. The instruments utilized included the Academic Motivation Scale (AMS) for assessing academic motivation, the Multidimensional Scale of Perceived Social Support (MSPSS) for evaluating social support, and the Achievement Goal Orientation Scale for measuring achievement orientation. To analyze the data, several statistical techniques were employed. Descriptive statistics were used to summarize the data, and Pearson correlation was applied to determine the relationships between social support and the dimensions of academic motivation. To measure the reliability of the scales, Cronbach's alpha was calculated. Additionally, regression analysis was conducted to examine the effects of social support on academic motivation and achievement goals. The findings revealed that there was no significant direct effect of social support on students' mastery and performance goal orientations. However, in terms of indirect effects, family support was found to influence academic motivation, which in turn affects achievement orientation.

Mediating effects of achievement goal orientation on the relationship between growth mindset and learning engagement in medical students: A cross-sectional descriptive study.

Learning engagement is an important factor to improve the quality of medical education. Exploring the level of medical students' learning engagement and its internal mechanism is of practical significance to improve their academic achievement. The aims of this study were to investigate the relationship between achievement goal orientation, growth mindset and learning engagement of medical students, and explore the mediating effect of achievement goal orientation on growth mindset and learning engagement. A correlational cross-sectional study was performed using an online questionnaire. The study was conducted from February to March 2024 among 279 medical college students. General information questionnaire, the Mindsets Scale, Achievement Goal Orientation Scale and Learning Engagement Scale were used for investigation. Calculations were performed using Statistical Packages for Social Sciences 27.0 and Mplus 7.0. Descriptive statistics, correlation, and mediation effect analyses were used to analyze the data. A total of 279 valid questionnaires were finally recovered. The learning engagement score of medical students was (56.17 ± 13.01), growth mindset score was (11.26 ± 3.37). The approach goal orientation played a partial mediating role between growth mindset and learning engagement in medical college students. Growth mindset can influence learning engagement through achievement goal orientation. Medical college educators should pay attention to the cultivation of students' growth mindset and enhance their learning engagement. The verification of the mediating effect of approach goal provides data support for formulating relevant intervention measures.

Prestasi sebagai Mediator Achievement Goal Orientation dan Subjective Well-Being Mahasiswa

Entering higher education gives students new roles and responsibilities. Accompanied by increasing tasks, burdens, and obligations they possess, this causes students to face various issues. The various challenges faced by students influence their subjective well-being (SWB). This study aims to examine GPA as a mediating variable between achievement goal orientation (AGO) and subjective well-being (SWB), an area that hasn't been extensively researched. The participants of this study amounted to 175 individuals, active students from various departments, aged between 18-22 years old. Data was collected using the SWB scale, AGO scale, and GPA to measure students' academic achievements, distributed through online surveys. The research findings indicate that GPA does not significantly mediate between AGO and SWB. This study also discovered that AGO has a positive and significant relationship with SWB and GPA.

A Rasch Analysis of Achievement Goal Orientation Scale in Language Education Context

Motivation plays a crucial role in determining students’ academic achievement. An important aspect of motivation is student achievement goals or Achievement Goal Orientation. The trichotomous model of Achievement Goal Orientation has been widely used: Mastery Goal Orientation, performance approach Goal Orientation, and Performance-Avoidance Goal Orientation. Educators must be familiar with the orientation students adopt, as it shapes their approach during teaching and learning. This paper examines the validity and reliability of Achievement Goal Orientation in a language education context. One hundred twenty-three secondary school students attended the survey, involving 55 (44.7%) males and 68 (55.3%) females. The instrument was adopted from Elliot and Church's Achievement Goal Orientation Questionnaire (1997) and was modified into the language domain. The initial version of the instrument consisted of 20 items, while the final version, after modification, consisted of 13 items. The Rasch Measurement Model was used to validate the instrument. All the psychometric properties confirmed the validity and reliability of the instrument. Rasch analysis revealed that the scale showed strong evidence of validity and reliability in the language education setting. It is suggested that language teachers and experts use the scale to improve language learners' performance. The findings of this study may be tested in other fields of study to get more robust validation results for further validation of the scale.

The relationship between social achievement goals and self-esteem, depression and anxiety among medical school students.

Social achievement goals such as the desire to receive positive feedback from the social environment or avoid negative feedback are situations that affect an individual's quality of life and predispose them to mental disorders. The aim of this study is to investigate the relationship between social achievement goals and self-esteem, depression, and anxiety in medical school students. 400 participants, 201 of whom were female volunteers, between the ages of 18-30, studying at the Faculty of Medicine were evaluated. Sociodemographic Data Form, Social Achievement Goal Orientation Scale, Beck Anxiety Inventory, Beck Depression Inventory, and Rosenberg Self-Esteem Inventory Sub-Scale were applied to the participants. A negative correlation between social development goals and depression (rs = -0.218, P < 0.001) and anxiety (rs = -0.188, P < 0.001), and a positive correlation with self-esteem (P = 0.002) were found. A statistically significant and positive correlation between social performance-avoidance goals and depression (rs = 0.233, P < 0.001) and anxiety (rs = 0.245, P < 0.001), and still statistically significant, and negative relationship with self-esteem (P = 0.001) were found. While social performance-approach goals were positively correlated with anxiety (rs = 0.192, P < 0.001) and depression (rs = 0.108, P = 0.03), no statistically significant correlation was found with self-esteem (P = 0.129). It has been seen that our study generally supports the other studies in the literature concerning the relations between social achievement goal subgroups and self-esteem, depression, and anxiety in university students. It will be possible to contribute to the findings with studies encompassing university students from different cities and departments and studies with a large number of participants other than students.

Examination of the correlation between e-learning readiness and achievement goal orientation of college students

Students’ readiness for e-learning is necessary in order to make the e-learning process more effective. Readiness for e-learning refers to the degree of having pre-knowledge and skills, and affective characteristics such as the necessary attitude and motivation to experience this process most effectively. Academic orientations of the students also contribute to their perception of the quality of the learning process in online learning environments. Furthermore, e-learning creates a learner-centered learning approach that might be contrived to personal goal orientations. Hence this study aims to identify the relationship between achievement goal orientations and the e-learning readiness level of the students. Data were collected from 457 university students enrolled in a public university in Turkey. The University Students’ E-learning readiness Scale and 2X2 achievement goal orientation scale were used as the data collection tools. A canonical correlation analysis (CCA) was performed to analyze the data. This study revealed that there is a statistically significant relationship between e-learning readiness and achievement goal orientations of the students. Three of the four canonical correlations were statistically significant which indicates that variables' linear combinations were related.

Do Achievement Goals Differently Orient Students' Academic Engagement Through Learning Strategy and Academic Self-Efficacy and Vary by Grade.

Previous cross-sectional studies were on the basis of three categories of achievement goal orientation; therefore, it is not yet possible to fully examine whether achievement goal orientation affects academic engagement through learning strategies and self-efficacy and whether those effects vary by grade. Then, it is necessary to further explore whether different achievement goal orientations affect academic engagement through the mediation of learning strategies and academic self-efficacy from the perspective of integration of achievement goal orientation theory and social cognitive theory under the premise of four classifications of achievement goal orientation, if so, whether there is consistent-path structure between grades. Participants were 1429 high school students (647 male,782 female) were token as subjects through cluster sampling. The Achievement Goal Orientation Scale, Learning Strategies Scale, Academic self-efficacy Scale,and Academic Engagement Scale were used to measure achievement goal orientations, learning strategies, academic self-efficacy and academic engagement. The mastery approach, performance approach, and performance avoidance indirectly predicted academic engagement through the chained mediated effects of learning strategies and academic self-efficacy, respectively. There were no direct or indirect predictive effects of mastery avoidance on students' academic engagement. The path structure constructs were consistent across grades, except for grade differences in the predictive relationships between mastery approach on learning strategies and mastery avoidance on learning strategies. As external achievement goals originate from others, regardless of valence approach or avoidance, performance goals indirectly orient academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. As internal achievement goal originates from the individual itself, the mastery approach not only directly but also indirectly orients academic engagement through chain multiple mediators of learning strategies and academic self-efficacy. The path structure remains consistent but local relations vary across school years in China. Finally, the possible psychological mechanisms of goal orientations are discussed.

Investigation of the Effects of Pre-Service Teachers' Socio-Economic Statuses and Personality Traits on Their Motivations

Although self-regulated learning (SRL) in education is more often associated with student learning, recently it has been emphasized that teachers should be self-regulated individuals, as well. In this study focusing on motivation, one of the sub-dimensions of SRL, predictive power of socio-economic statuses and personality traits of pre-service teachers on their motivations was determined with hierarchical regression analysis. This study was conducted with survey model, which is one of the quantitative research methods. The study enrolled 712 pre-service teachers studying at various departments of the Faculty of Education in a state university in Ankara, Türkiye. The Big Five Inventory, was used to determine the personality traits of pre-service teachers, while the Socio-economic Status Form was used to determine their socio-economic status. The General Self-Efficacy Scale, 2x2 Achievement Goal Orientations Scale, Success/Failure Attributions Scale, and Scientific Epistemological Beliefs Survey were used to determine the motivation of pre-service teachers. The results of hierarchical regression analysis, which was conducted with the data obtained in the study, showed low-level significant effects of socio-economic status on some sub-dimensions of motivation. However, when personality traits were included in the analysis, it was found out that they have higher level significant effects on all sub-dimensions of motivation. In particular, the findings showed that motivation had a significant effect on self-efficacy and goal orientation sub-dimensions. The findings of the study are likely to provide useful information about the effect of upbringing environments of pre-service teachers, which shape their personality traits and personalities, on their motivations.

10대 및 20대 학습자의 성취목표 잠재프로파일 분류 및 예측변인 탐색

Objectives This study classified potential profiles according to the level of achievement goal orientation targeting Korean learners in their teens and 20s, and investigated explicit and implicit should-thought, gender, subject, fear of failure, academic difficulty (comprehension and amount), and positive and negative emotional reaction to to study, explicit and implicit emotional exhaustion about schoolwork, and academic procrastination to predict potential group classification. Methods The study participants were 629 teenagers and 864 students in their 20s who participated online. Latent profile analysis was conducted through the results of the achievement goal orientation scale, and multinomial logistic regression analysis was performed to confirm the influence of predictor variables on the latent profile. Results As a result, teen learners were divided into 3 potential groups and learners in their 20s into 5 potential groups, and the three groups of High All Goals, High-intermediate All Goals, and Average All Goals were identified in both age groups. Low All Goals and Mastery Goals were identified in 20s only. It was confirmed that fear of failure, academic efficacy, and should-thinking, and positive emotions to studying were related to High All Goals, and academic efficacy, should-thought, and positive emotions to studying were found to be related to High-intermediate All Goals. In addition, factors that act differentially according to the age of the potential group were also found. Conclusions These results suggest the need to consider the learner's developmental level in understanding the latent group profile and predictive factors, and help the learner's academic adjustment by exploring the relevance of the profile by dealing with relevant variables that affect academic adjustment. It is meaningful in that it provided implications for the intervention necessary for this purpose.

The Influence of Students’ Self-Determination and Personal Achievement Goals in Learning and Engagement: A Mediation Model for Traditional and Nontraditional Students

Self-determination theory (SDT) and achievement goal theory (AGT) assume that students’ level of self-determination and the goals they pursue in class are important factors in engagement and learning. The aims of this study were to: (1) investigate the links between the students’ types of motivation and personal achievement goals; (2) explore how these two sets of variables relate to learning, engagement, and exploring mediation effects; and (3) understand the specificities of nontraditional students vs. traditional students, regarding the way these variables relate to each other. The study used a sample of 361 Portuguese adult students, 138 traditional (younger than 25 years old), and 223 nontraditional (active adults returning to education, 25 or older). The instruments used were: Self-regulation Questionnaire—Learning, Personal Achievement Goal Orientations Scale, Adult Learning Strategies Evaluation Scale and Behavioral Engagement Questionnaire. Path analysis for the total sample revealed that mastery goals mediated the relationship between autonomous motivation and all educational outcomes, and performance-avoidance goals mediated the relationship between introjected regulation, external regulation, and behavioral and emotional engagement. Multiple-group path analysis revealed a much stronger pattern of relationships for nontraditional students, especially between the SDT and AGT variables. The theoretical and practical implications of the study are discussed.

Achievement Goal Orientation in Online Learning Is Performance Goal More Important Than Mastery Goal In Farmachy Student?

Online learning is still in effect until early 2022. Teachers, students and parents can feel the impact on the educational aspect. We examine students' learning motivation in achievement goal orientation during online learning. A total of 238 pharmacy students filled out the achievement goal orientation scale online. The results show no significant difference in the average of each orientation, including the approach and avoidance dimensions. Our findings illustrate how pharmacy students as part of a collectivist society affect student orientation in achievement goals. The results show that the average performance goal orientation is higher than the mastery goal orientation. The results of the dimensions are discussed in detail.

Relationships between constructivist learning environment perceptions, conceptions of learning biology and achievement goal orientations

ABSTRACT The purpose of this study is to determine the relationship between Turkish high school students’ perceptions of learning environment, conceptions of learning biology and achievement goal orientations. In order to determine the relation among these three sets of variables, canonical correlation analyses were conducted. A total of 398 high school students participated in this survey. In line with the purpose of the study, three measurement tools (Constructivist Learning Environment Survey, Conceptions of Learning Biology Scale and Achievement Goal Orientations Scale) were employed. The results of the analysis have shown that the relationship between these three sets of variables is meaningful. Based on these findings, the possibility that both Turkish high school students’ perceptions of learning environment and achievement goal orientations are statistically influential in their conceptions of learning was discussed in the light of the related literature.

The Profound Difference Concerning Flow in Achievement Orientations for High School Students

This study aims at determining the relationship between achievement goal orientations and flow experiences in the academic context for high school students. In line with this purpose, Achievement Goal Orientation Scale and Flow Scale in the Academic Context were developed. After-wards, the relationships between learning and performance-approach goal orientations and flow experience were tested by structural equation modelling. The sample of this study consisted of 1916 students continu-ing their education in fourteen different state high schools in Turkey. Results demonstrated that learning-goal orientation predicted flow experience positively and at a high level; however, there was no relation between performance-approach goal orientation and flow experience. The results were interpreted in the light of literature, and suggestions for future research were presented.

Reliability And Correlation Item On Achievement Goal Orientation Scale Of The Students College In Indonesia

Achievement goal orientation is one of the important psychological variables in the realm of education, knowing the orientation of students in learning will provide information on the form of behavior they do in academic activities at school. We tested the psychometric properties of the achievement goal orientation tool from Elliot &amp; McGregor, (2001). Participants in this study were 431 students in Indonesia. The results of the study stated that the achievement goal orientation measuring instrument had good reliability and all items met the validity coefficient value of the item correlation test. The research implications are discussed in the discussion.

Examination of the Relationship between Mood and Achievement Goal Orientations of the Students Studying at Faculty of Sports Sciences

The aim of this study is to examine the relationship between affect and achievement-goal orientations of sports science faculty students. Participants forming the research group are studying at the faculty of sports sciences at Mehmet Akif Ersoy University, and in terms of gender, the research group consists of a total of 487 students, 272 males and 215 females (x̄age = 23.08 + 3.271). The first of the measurement tools used in line with the research purpose; It is the Achievement Goal Orientations Scale, which was developed by Midgley et al. (1998) and gained literature by adaptation to Turkish culture by Akın (2006) Secondly, the Positive and Negative Affectivity Scale, which was originally developed by Watson, Clarck, and Tellegen (1988) under the name of "Positive and Negative Affectivity Schedule" and adapted to Turkish culture by Gençöz (2000) was used. Pearson Correlation test, Anova test and independent samples t test were used in the solution and interpretation of the data. As a result, it was observed that there was a relationship between the achievement-goal orientations of the sports faculty students and their mood (positive and negative).

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

Uzaktan Eğitimde Öğrencilerin Çevrimiçi Akademik Yardım Arama Davranışları ve Başarı Yönelimleri

Bu çalışmada, uzaktan eğitimde öğrencilerin çevrimiçi akademik yardım arama davranışları, başarı yönelimleri ve bu faktörler arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma, nicel yönteme dayalı olarak tarama modeli ile desenlenmiş kesitsel bir araştırmadır. Araştırmanın katılımcıları bir devlet üniversitesinde uzaktan eğitim yoluyla ders alan 358 öğrenciden oluşmaktadır. Araştırma verileri; kişisel bilgi formu, çevrimiçi akademik yardım arama anketi ve başarı yönelimleri ölçeği ile toplanmıştır. Çalışmanın araştırma sorularını yanıtlamak için toplanan veriler analiz edilirken betimsel istatistikler, bağımsız örneklemler için t-testi ve korelasyon analizi kullanılmıştır. Araştırma bulguları, uzaktan eğitimdeki öğrencilerin çevrimiçi akademik yardım için en fazla İnternet’i kullandıklarını göstermektedir. Ayrıca bulgular, öğrencilerin dersi veren öğretim elemanı yerine arkadaşlarından ya da konuyu bilen birinden daha sık yardım aradıklarını ortaya koymaktadır. Buna göre öğrenciler en az öğretim elemanından akademik yardım aramaktadır. Buna ek olarak bulgular, öğrencilerin başarı yönelimleri açısından öğrenme-yaklaşma ve performans-yaklaşma başarı yönelimlerinin, öğrenme-kaçınma ve performans-kaçınma başarı yönelimlerinden daha yüksek olduğunu göstermektedir. Son olarak, öğrencilerin başarı yönelimleri ile çevrimiçi akademik yardım arama davranışları arasında kısıtlı ve pozitif bir ilişkinin olduğu bulunmuştur. Bu sonuç, öğrencilerin başarı yönelimlerinin çevrimiçi akademik yardım arama davranışlarının önemli bir yordayıcısı olmadığı şeklinde yorumlanabilir.

Examining the Predictive Relationship Among Identity Development, Achievement Goal Orientation, and Cognitive Complexity in Adolescents

This study has been carried out to investigate the relationship among adolescents’ identity developmental, achievement goal orientation, and cognitive complexity. The study group consists of 563 high school students studying in Tekirdag, of which 258 (45.8%) are female and 305 (54.2%) are male. The data related to the research have been collected using the Identity Development Dimensions Scale, Achievement Goal Orientation Scale, and Cognitive Complexity Scale. According to the findings obtained from the research, a positive linear relationship is observed to exist between adolescents' identity development and the sub-dimension of learning goals orientation and a negative linear relationship to exist between identity development and the sub-dimension of performance goals orientation. When examining the predictive relationships between adolescent identity development and cognitive complexity, they are seen to have a negative linear relationship. When examining the predictive relationships between adolescents’ learning goals orientation and cognitive complexity, they are seen to have a negative linear relationship. When examining the predictive relationships between adolescents' performance goals orientation and cognitive complexity, they are seen to have a positive linear relationship.