Achievement Goal Scale Research Articles

The relationship of gender, time orientation, and achieving self-regulated learning

<p class="RESUMENCURSIVA">The present study has three objectives: i) to test a theoretical model of academic achievement modulated by self-regulated learning; ii) to analyze significant differences between self-regulated learning means and time patterns depending on the gender of the participants; and iii) to identify self-regulated learning profiles toward academic achievement based on gender. The data were obtained from a sample of 192 university students in education degrees who were administered three instruments: a Future Time Orientation subscale by Zimbardo and Boyd, (1999); the 2x2 Achievement Goals Scale by Elliot and McGregor (2001), and a Learning Regulation subscale by Vermunt (1998). In addition, they answered a question about their mean grade point average up to that point in the academic degree studied. The results indicate a significant and positive relationship between the future time orientation, approach goals, and external regulation strategies. Significantly higher scores are observed in women than in men on key academic performance variables, although the effect size was not large. The gender differences are exclusively quantitative. In both groups, the characteristics of the learner profiles are somewhat similar, with no important differences observed for the gender condition. In general, avoidance goals and external regulation strategies can lead to success in academic achievement, as long as they are accompanied by a future orientation, internal regulation, and approach goals.</p>

사회적 수행접근목표의 재개념화에 따른 4요인 사회적 성취목표 척도의 개발과 타당화

사회적 수행접근목표의 재개념화에 따른 4요인 사회적 성취목표 척도의 개발과 타당화

수행목표 재개념화에 의한 5요인 성취목표 척도 개발

수행목표 재개념화에 의한 5요인 성취목표 척도 개발

Influence of social motivation, self-perception of social efficacy and normative adjustment in the peer setting.

The first objective of this study was to adapt and test the psychometric properties of the Social Achievement Goal Scale (Ryan & Shim, 2006) in Spanish adolescent students. The second objective sought to analyse the influence of social goals, normative adjustment and self-perception of social efficacy on social adjustment among peers. A total of 492 adolescents (54.1% females) attending secondary school (12-17 years; M = 13.8, SD = 1.16) participated in the study. Confirmatory factor analysis and structural equation modelling were performed. The validation confirmed the three-factor structure of the original scale: social development goals, social demonstration-approach goals and social demonstration-avoidance goals. The structural equation model indicated that social development goals and normative adjustment have a direct bearing on social adjustment, whereas the social demonstration-approach goals (popularity) and self-perception of social efficacy with peers and teachers exert an indirect influence. The Spanish version of the Social Achievement Goal Scale (Ryan & Shim, 2006) yielded optimal psychometric properties. Having a positive motivational pattern, engaging in norm-adjusted behaviours and perceiving social efficacy with peers is essential to improving the quality of interpersonal relationships.

Locus of Control, Student Motivation, and Achievement in Principles of Microeconomics

In the principles of microeconomics class that I taught during the summer of 2013, 44 out of 48 students participated in the completion of 5 questionnaires and a survey describing student characteristics. The questionnaires include: a 29-item Locus of Control Scale, a 12-item Achievement Goal Scale, a 19-item Test Anxiety Scale, a 16-item Procrastination Scale, and a 5- item Fear of Failure Scale. Using locus of control, the class was divided into two equal-sized groups of 22 students by a median split of 8.5. Those who scored 8 and below were treated as internals and those who scored 9 and above were treated as externals. The results of this study show that internals achieved better academically, suffered less from debilitating test anxiety, scored higher on a mastery approach, spent more hours working, and tended more to be of white ethnicity than externals. The regression results show that the locus of control variable has a negative and significant effect on the exam average.

A model explaining academic procrastination behavior

The present study aims at examining the extent, to which personality traits, goal orientations, academic self-efficacy belief and self-esteem explain the academic procrastination behaviors of university students within the framework of a mode. To this end, a model was created and a model test was performed in order to determine the direct and indirect effects of the research variables within the compass of a cause and effect relationship. In the present research in which a causative comparative pattern was used, the research group consists of 630 university students in total from different grades, 406 of whom are female and 224 of whom are male. In the data collection phase of the present research," Aitken Academic Procrastination Scale", "Adjective Based Personality Test", "Multidimensional Perfectionism Scale", "Achievement Goals Scale", "Rosenberg Self Esteem Scale" and "Academic Self Efficacy Scale" were used. It was found that the academic procrastination behaviors of university students are directly and indirectly related to personality traits, success orientation, academic self efficacy belief and self esteem within the framework of a cause and effect relationship

The correlation between achievement goals, learning strategies, and motivation in medical students.

Purpose:The purpose of this study is to investigate the pursuit of achievement goals in medical students and to assess the relationship between achievement goals, learning strategy, and motivation.Methods:Two hundred seventy freshman and sophomore premedical students and sophomore medical school students participated in this study, which used the Achievement Goals Scale and the Self-Regulated Learning Strategy Questionnaire.Results:The achievement goals of medical students were oriented toward moderate performance approach levels, slightly high performance avoidance levels, and high mastery goals. About 40% of the students were high or low in all three achievement goals. The most successful adaptive learners in the areas of learning strategies, motivation, and school achievement were students from group 6, who scored high in both performance approach and mastery goals but low in performance avoidance goals. And goal achievement are related to the academic self-efficacy, learning strategies, and motivation in medical students.Conclusion:In the context of academic achievement, mastery goals and performance approach goals are adaptive goals.

Relación del feed-back positivo y el miedo a fallar sobre la motivación intrínseca / Relatioship between positive feedback and the fear of failure of intrinsic motivation

The aim of this study was to determine the predictive relationship of positive feedback received by the student and the fear of failure in relation to intrinsic motivation using, as mediating variables, motivational orientation and psychological need. The Performance Failure Assessment Inventory (PFAI) was validated in the context of physical education. The sample consisted of 654 physical education students with an average age of 15. The Spanish versions of the perception of teacher feedback scale (PTF) were administered, as were the long and short versions of the Performance Failure Assessment Inventory (PFAI), the Achievement Goals Scale 2 x 2 and the Satisfaction of Basic Psychological Needs Scale, and the intrinsic motivation factor of the Perceived Locus of Causality Scale (PLOC) was used. A descriptive analysis and correlation of all variables was performed, and to test the predictive relationship between the proposed variables, a measurement model and a structural equation model were performed. The results confirmed the reliability and factor structure of the PFAI scale and showed that intrinsic motivation was positively predicted by psychological mediators, along with the motivational orientations and these, in turn, by positive feedback and negatively by fear of failure. The mediator relationship with others was the exception, with no correlation. Due to the novelty of the proposal, further studies are needed in this field to substantiate the results obtained.

Gender, Geographic Locations, Achievement Goals and Academic Performance of Secondary School Students from Borno State, Nigeria

The paper examined gender, geography location, achievement goals and academic performance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per cent) are from South of Borno State, 413 (49.9 per cent) from North of Borno State, respectively. An Achievement Goals Scale with a Cronbach alpha of 0.64 was used to measure achievement goals. Tests in English and Mathematics were used to measure academic performance in English and Mathematics and overall academic performance. The data was analysed using MANAVA statistics. The results reveal that male students are more learning goal oriented and also performed significantly better than females in English and overall academic performance but not in Mathematics. Students from Southern Borno State are more learning goal oriented and performed significantly better than those from Northern Borno State in English, Mathematics and overall academic performance. Geographic locations moderate the effects of gender on students' learning goal, Mathematics and overall academic performance.

The Relationship of Self-efficacy and Achievement Goals with Metacognition in Female High School Students in Iran

The present study investigated the relationship between self-efficacy and achievement goals (mastery-approach, mastery- avoidance, performance-approach and performance-avoidance), with metacognition. The population of this study consisted of female high school students (2010-2011) in Iran. The sample of this study consisted of 230 first-grade female students who were selected randomly by multi-stage random sampling method. The instruments for collecting data consisted of self-efficacy subscale of MSLQ (Pintrich, Smith, Garcia & Mckeachie,1993) three subscales (mastery-approach, performance-approach and performance-avoidance) of Patterns of Adaptive Learning Scales (Midgley, 2000), mastery-avoidance subscale of Achievement Goals Scale (Andrew, Elliott, Holly, Mc-Gregor, 2001) and Metacognition Awareness Inventory (Schraw & Dennison, 1994). The results of simple correlation showed that positive relationships exist between self-efficacy, achievement goals (except mastery-avoidance) and metacognition. The regression analysis also revealed that self-efficacy and achievement goals have important roles in predicting metacognition factors.

Explanation of students' academic procrastination behaviors with, anxiety, fear of failure, self-esteem and achievement goals

The goal of this study is to explain academic procrastination behaviors of students about their academic responsibilities with the anxiety, fear of failure, self esteem and achievement goals. Study group of this research, in which descriptive survey model was used, consist of students preparing for university exam in different training centers in Ankara. Totally 376 students were questioned in scope of this research; 176 of them were male while 200 of them were female. Academic Procrastination Scale, Spielberg State Anxiety Inventory, Fear of Failure Scale, Coopersmith Self Esteem Inventory and Achievement Goals Scale were used for gathering data in the research. Pearson Moment Correlation Coefficient and Multiple Regression analysis were used for the statistical analysis of data. At the end of the research, it was found that, in the study, in which self esteem, anxiety, fear of failure and achievement goals variables were used in order to explain postponement behaviors, explain academic procrastination behaviors in a model.

Validity and Reliability of Trichotomous Achievement Goal Scale

The Trichotomous Achievement Goal Scale was developed by Agbuga and Xiang (2008) by including selected items from the scales of Duda and Nicholls (1992), Elliot (1999), and Elliot and Church (1997) and adapting them into Turkish. The scale consists of 18 items, and students rated each item on a 7-point Likert scale. To ascertain the validity and reliability of the Trichotomous Achievement Goal Scale, it was administered to 845 female and 861 male Turkish high school students attending three public schools in the 2008–2009 spring semester. Exploratory and confirmatory factor analyses were conducted, and Cronbach's alpha and Fornell and Larcker's (1981) criteria were tested on the items that measured the students' achievements, screening for the three distinct types of achievement goals proposed by the trichotomous framework. Based on the results of the study, the 16-item Trichotomous Achievement Goal Scale can be claimed as a valid a reliable scale.

A mediation analysis of achievement motives, goals, learning strategies, and academic achievement

Previous research is inconclusive regarding antecedents and consequences of achievement goals, and there is a need for more research in order to examine the joint effects of different types of motives and learning strategies as predictors of academic achievement. To investigate the relationship between achievement motives, achievement goals, learning strategies (deep, surface, and strategic), and academic achievement in a hierarchical model. Participants were 229 undergraduate students (mean age: 21.2 years) of psychology and economics at the University of Bergen, Norway. Variables were measured by means of items from the Achievement Motives Scale (AMS), the Approaches and Study Skills Inventory for Students, and an achievement goal scale. Correlation analysis showed that academic achievement (examination grade) was positively correlated with performance-approach goal, mastery goal, and strategic learning strategies, and negatively correlated with performance-avoidance goal and surface learning strategy. A path analysis (structural equation model) showed that achievement goals were mediators between achievement motives and learning strategies, and that strategic learning strategies mediated the relationship between achievement goals and academic achievement. This study integrated previous findings from several studies and provided new evidence on the direct and indirect effects of different types of motives and learning strategies as predictors of academic achievement.

Presenting a model of predicting computer anxiety in terms of epistemological beliefs and achievement goals

The aim of this study was to prepare a model for computer anxiety through investigating the relationship of achievement goals and epistemological beliefs with computer anxiety. In order to fulfill this, 375 undergraduate students (218 female and 157 male) from the University of Tehran were chosen through relative class sampling. They completed a questionnaire composed of an achievement goals scale, an epistemological beliefs questionnaire, and a computer anxiety scale. The results showed that mastery and performance-avoidance goals directly and epistemological beliefs indirectly, i.e.; through the mediating role of achievement goals, can significantly ( p < 0.01) predict computer anxiety.

Motivational climate and changes in young athletes’ achievement goal orientations

Development of achievement-related motives in young athletes is believed to be influenced by the motivational climate created by coaches. In a longitudinal multilevel design utilizing 47 youth basketball teams, coach-initiated motivational climate was used to predict changes in 9–13 year old athletes’ achievement goal orientations over the course of a season. Mastery climate scores on the Motivational Climate Scale for Youth Sports were associated with significant increases in mastery goal orientation and decreases in ego orientation scores on the Achievement Goal Scale for Youth Sports. Ego motivational climate scores were significantly related to increases in ego goal orientation scores. These relations were not influenced by athletes’ age or gender. Intraclass correlations indicated low within-team consensus in athletes’ motivational climate scores, suggesting an individual- rather than team-level perceptual construct. These and other findings indicate that achievement goal orientation research can be extended downward to children below the age of 11.

Development and validation of the Achievement Goal Scale for Youth Sports

Objective The objective was to develop and validate an achievement goal scale for young athletes that was aligned with the 2 (mastery/ego)×2 (approach/avoidance) achievement goal framework. Method A total of 1675 male and female athletes ranging in age from 9 to 14 years participated in the AGSYS scale development and validation phases. Items having a readability level of grade 4 (age 9) or below were written and evaluated in a series of studies to assess the reliability, factorial validity, and construct validity of the Mastery and Ego scales. Design Both correlational and experimental methods were used to assess reliability and validity. Results Exploratory and confirmatory factor analyses demonstrated factorial validity in samples of 9–10-, 11–12-, and 13–14-year-old athletes, and the subscales correlated in a predicted fashion with one another, with other sport and academic goal orientation measures and with several other theoretically relevant variables, including coach-initiated motivational climate, competitive trait anxiety, sport enjoyment, motivation, and self-esteem. Scores also changed significantly in response to a motivational climate coach intervention. Conclusion The Achievement Goal Scale for Youth Sports (AGSYS) appears to be a reliable and valid measure of achievement goal approach orientations in children between the ages of 9 and 14 years. We were not successful in developing corresponding avoidance goal orientation scales that were not highly correlated, raising the possibility that children do not cognitively differentiate between mastery-avoidance and ego-avoidance orientations.

Moving beyond academic achievement goal measures: A study of social achievement goals

The current research explored the theory of social goal orientation. More specifically, we conducted three studies utilizing six-independent university student samples to evaluate the construct validity of the Social Achievement Goal Orientation Scale (SAGOS; Ryan & Hopkins, 2003), a measure representing the construct of social goal orientation. The purpose of Study 1 was to: (1) compare the three-dimensional (mastery, performance-approach, and performance-avoidance) model of social goal orientation to three theoretically based competing models, (2) examine item functioning, and (3) assess generalizability of the factor structure. The fit of the proposed three-factor model was promising; however, areas of misfit and problematic items were identified. Stronger support for the three-factor structure of goal orientation was found using scores from an abbreviated 13-item SAGOS. In Study 2, item wording was altered slightly to evaluate a revised Social Achievement Goal Scale (SAGS), yet resulted in similar findings. Study 3 examined external validity evidence for the SAGS, garnering some support for the meaning of the scores. Although continued refinement of the SAGOS and SAGS is recommended, the findings help contribute to our general understanding and conceptualization of social goal theory and the role that social goals may play in academic contexts.