Extrinsic Goals Research Articles

Using an Innovative Intervention to Promote Active Learning in an Introductory Microbiology Course

We found that actively engaging students in our introductory microbiology course was a challenge given our large class sizes and many non-majors taking the course as a program requirement. Therefore, we introduced a novel active learning strategy to our course. Students grouped into teams of three had to create PowerPoint virtual posters on one of three themes: (a) a report on a microbe or immunology story in the news, b) interview a research scientist, or c) research a microbiological topic of their choice. To assess the intervention’s effectiveness, a pre- and post-course assessment was done. Pre-posttest analysis revealed a significant drop in surface learning and rise in deep learning. Also, there was a drop in the extrinsic (grade-dependent) goal orientation and affective (test anxiety) components. We found a decline in task value, self-efficacy for learning and performance, organization, critical thinking, time and study environment, and help seeking in students’ post-test scores. Qualitative findings also indicated the importance of group activity, gaining extra knowledge outside the curriculum, and long-term course content retention. In conclusion, we propose that the creation of digital posters in teams is an effective strategy to increase student engagement in large classes.

Being mindful does not always benefit everyone: mindfulness-based practices may promote alienation among psychologically vulnerable people

ABSTRACT A growing number of interventions have sought to cultivate mindfulness, an accepting awareness of body and mind experiences. A great deal of prior research has shown mostly beneficial effects of mindfulness interventions. However, cultivating mindfulness may not always be beneficial for everyone. Two studies examined whether mindfulness may have alienating effects among people high in state orientation (i.e. low self-regulatory abilities). Participants were randomly assigned to either a 90-minute mindfulness training plus 5-minute retreatment or a waiting list control group (Study 1 N = 54, Study 2 N = 155). Alienation was operationalised as false self-ascriptions (FSA rate) of extrinsic goals that were allegedly recommended by experts. Participants high (versus low) in state orientation had significantly higher FSA rates in the mindfulness (versus control) condition. These results suggest that mindfulness training may alienate psychologically vulnerable populations (e.g. state-oriented people) from their intrinsic emotional preferences.

The effects of a goal-framing and need-supportive app on undergraduates' intentions, effort, and achievement in mobile science learning

In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional tool (textbook). We randomized 128 undergraduate students learning to identify species in this 2 × 2 experiment. Using Bayesian analyses, results show a credible interaction effect between the mobile app and intrinsic goal-framing for intentions and identified regulation. For effort and achievement, the main effect of mobile learning is credible with substantial effect sizes. We argue that these findings are due to the need-supportive features within the mobile app and need-satisfying experience of pursuing intrinsic goals. For intrinsic motivation and amotivation, however, extrinsic goal-framing and intrinsic goal-framing, respectively, are credible and positive main effects, which is unexpected. More research is needed to investigate if this contradictory finding is replicated by others, or if students are pursuing extrinsic goals for autonomous motivation. Bayesian multigroup path analysis found across both groups that identified regulation predicted intentions, and intrinsic motivation predicted effort and achievement. For the extrinsic goal-framing group, amotivation predicted achievement, identified regulation predicted effort and achievement, and intrinsic motivation negatively predicted intentions. The results of our study provide theoretical implications for how goal-framing energizes different types of motivation within the mLearning context, and how manipulation within technology may have a differential effect on motivation than a physical agent.

First-year university students\u2019 knowledge of academic misconduct and the association between goals for attending university and receptiveness to intervention

Academic misconduct (AM) runs rampant across higher education institutions in the US and internationally. Ample empirical research has identified myriad student variables that predict AM. However, two variables have been unexamined: the quality of conceptual knowledge university students have on AM and the relation between goals for going to university and reception to intervention on AM. Quantitative content analysis on written responses by 356 first-year university students reported surface-level knowledge of AM, frequent citation of extrinsic goals, and a lack of association between goals and receptiveness to intervention. Results corroborate prior research on university students’ limited understanding of AM. Results suggest that efforts to address AM do not need to tailor intervention components to match students’ goals for attending university.

Longitudinal Associations Between Vocational Identity Process and Career Goals

Vocational identity develops through the interplay between process and content dimensions. A three-wave longitudinal study investigated how identity process dimensions (in-breadth exploration, in-depth exploration, commitment making, identification with commitment, self-doubt, flexibility) and content dimensions represented by career goals (intrinsic goals, extrinsic goals) are interconnected across time. Participants were 327 full-time college students in South Korea at Time 1, 253 at Time 2, and 227 at Time 3. They rated values associated with their current career goal and completed the Vocational Identity Status Assessment 3 times with a 6-month interval. The autoregressive cross-lagged path analysis found positive reciprocal associations between intrinsic career goals and identification with commitment. Furthermore, intrinsic career goals positively predicted in-depth exploration, and self-doubt negatively predicted intrinsic career goals. These findings support the reciprocal relationships between vocational identity process and career goals in general, and between intrinsic career goals and the commitment dimension of identity more specifically.

Understanding the work goals–early retirement intention relationship: the mediating role of work passion and moderating role of HR practices’ flexibility

PurposeBased on goal content theory (GCT), this study examines the associations between different work goal contents (intrinsic and extrinsic goals) and early retirement intentions and reveals the underlying mechanisms of abovementioned relations.Design/methodology/approachThe paper tested the proposed model by using a sample of 265 workers in China using a two-wave survey.FindingsFindings(1) employees' intrinsic and extrinsic goals are both negatively related to early retirement intentions, and the effect of extrinsic goals on early retirement intentions is more significant. (2) Work passion was found to be a strong mediator between work goal content and employees' early retirement intentions. (3) Human resource (HR) practices’ flexibility significantly moderates the relationship between work passion and early retirement intentions.Originality/valueThe contribution of the current study is that this study first takes into account individuals’ psychological and organizational factors, aiming to reveal the differential effect of different work goals on individuals' early retirement intentions as well as the mediating effect of work passion and the moderating effect of HR practices’ flexibility in the abovementioned relations.

Materialism and life satisfaction: The moderating roles of alexithymia and product retention tendency

AbstractThis research examines how alexithymia and product retention tendency affect the relationship between materialism and life satisfaction. Extant research has established that materialism has a negative effect on personal well‐being and that consumer culture and marketing facilitates this effect by encouraging consumers to focus on material pursuits to satisfy extrinsic goals. However, previous research has not explored how emotional personality traits and lifestyle values influence this “dark side” of materialism. Alexithymia is an emotional personality trait that inhibits an individual's ability to identify, describe and regulate emotions. Results from survey data show that alexithymia moderates the effect of materialism on life satisfaction, such that the effect is negative for individuals without alexithymia, but positive for individuals with alexithymia. Moreover, product retention tendency attenuates the negative effect of materialism for individuals without alexithymia, but strengthens the positive effect of materialism for individuals with alexithymia. The theoretical implications of these findings are discussed.

Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation

Academic dishonesty is a rampant and troubling phenomenon in the educational sector. Although demographic factors have been linked with students’ academic dishonesty in the literature, many of these aspects are difficult to change. However, students’ motivation, a known malleable factor, may allow for opportunities to shape students’ beliefs, goals, and values, which can, in turn, mitigate academic dishonesty. In light of the growing literature on this topic, a research synthesis is needed to clarify discrepant findings and identify salient motivation factors associated with academic dishonesty. Thus, we examined relations between academic dishonesty and motivation as informed by achievement motivation frameworks. From 79 studies, meta-analytic results indicated that academic dishonesty was negatively associated with classroom mastery goal structure, individual mastery approach goals, intrinsic motivation, self-efficacy, utility value, and internal locus of control. Academic dishonesty was positively linked with amotivation and extrinsic goal orientation. Students’ age was a significant moderator for the relation between intrinsic motivation and academic dishonesty. Implications from meta-analytic findings are drawn with regard to theory and practice.

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal relations of classroom goal structures to high school students’ (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new information about HIV and pregnancy prevention. Results revealed that students’ perceptions of a mastery goal structure were positively related to their self-efficacy and task values, and also their knowledge and behavioral intentions one year after the health education curriculum had been delivered. In contrast, students’ perceptions of an extrinsic goal structure were not related to their motivation and learning outcomes. Our findings suggest that the implementation of instructional practices focusing on mastery may enhance the efficacy of HIV and pregnancy prevention programs. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

Employee acceptability of wearable mental workload monitoring: exploring effects of framing the goal and context in corporate communication

Development of wearable mental workload (MWL) measures thrives, especially as leveraged by Industry 4.0. When employees object to wearing such gauges; however, research efforts might end up redundant. Based on self-determination and communication theories, this study assumed that employees’ acceptability of wearable MWL-monitoring is shaped by framing characteristics in corporate communication. Specifically, we hypothesized that acceptability depends on how (1) the technology’s goals and (2) context of implementation is framed. A pilot study (N = 150) revealed that framing wearable MWL-monitoring in terms of serving intrinsic goals (e.g., improving health) in an autonomy-supportive context (e.g., allowing discussion) induced a higher employee acceptability, compared to framing the technology in terms of serving extrinsic goals (e.g., increasing productivity) in a controlling context (e.g., mandating use). A subsequent pre-registered study (N = 350) could, however, not replicate this result. Instead, higher acceptability was associated with higher technology readiness, lower education levels, and being a woman (for the trust component of acceptability). Independent of conditions, mean acceptability, interestingly, panned out neutral. The current work is thereby the first exploring the complexities of employee acceptability of wearable MWL-monitoring and, based on open-ended questions, finally suggests that privacy management might be the most pivotal explanatory variable.

Gender-differences in conservatoire music practice maladjustment. Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations?

In music education, women are present in great numbers. In professional settings, however, women musicians are not as predominant. With some exceptions, such as Scandinavian countries, women still pursue gender equality in professional music practice. To inquire about the causes of this, we considered if gender-differences in amotivation in conservatoire instrument practice could be associated with aspects of learning environment. Self-determination theory (SDT) posits that learning environments may influence motivation, by satisfying or thwarting students’ psychological needs and by selectively endorsing specific extrinsic goals. Thus, we analysed if–women and men–amotivation variations could be explained by differences in behavioural regulations and satisfaction of their psychological needs for competence and autonomy. Participants (67 women and 74 men, 18–47 years old) completed validated scales for amotivation, behavioural regulations, and needs satisfaction. Students exhibited high intrinsic and introjected regulations, and high autonomy and competence needs satisfaction. Students’ identified regulation levels were modest, and external regulation and amotivation levels were low. Women students’ perceived competence was lower, and their amotivation was higher than men’s. Amotivation variations were explained positively by identified regulation and negatively by context-derived satisfaction of the psychological needs for competence (and autonomy, only among women). Results suggest that internalization of extrinsic goals can pose difficulties and that psychological needs satisfaction may counteract amotivation (autonomy being potentially more important for women musicians).

Personality matters – Explaining the link between materialism and well-being in young adults

The article focuses on neuroticism and narcissism as essential factors connecting materialism with well-being. It aims to explain their role in the context of perception of a material standard of living and satisfaction of psychological needs indicated by attainment of important goals. We also examine if defining materialism in terms of values and in terms of the pursuit of extrinsic goals affects the studied relationships. The study was conducted on a sample of 415 young adults (aged 19–29). The results show that personality matters in explaining the link between materialism and well-being in young adults, but its role is ambiguous. Neuroticism on its own does not mediate the link, whereas narcissism has a salient suppressing effect on it. The role of personality is more pronounced in connection with other mediators. Neuroticism elevates the assessment of non-extrinsic goal attainment, whereas narcissism amplifies the assessment of a material standard of living and extrinsic goals attainment; that in turn elevates well-being acting contrary to the detrimental effect of materialism. The importance of the mediating variables depends on the conceptualisation of materialism. Materialism as a value is more sensitive to personality than materialism as a pursuit of extrinsic goals.

Unended Quest: Life Goals, Values, and Immigrant Parents in New Zealand.

Prior literature shows that values and life goals are associated with one's long-term levels of well-being. However, not much has been done on values and life goals among immigrants in New Zealand. This study aimed to address this lack of research by examining the personal values and life goals among immigrant parents in New Zealand. Based on the literature review, the hypothesis of this study is that immigrant parents' intrinsic life goals were positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. Quantitative and qualitative research methods were used. The aspirations index, which was used to assess life goals, and the Schwartz' value survey, which measured the participants' personal values, were both distributed to the participants (N = 90). Follow-up interviews with 30 of the participants were also conducted. This research revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar correlations. Findings also showed that the primary role of life goals and spiritual values is to imbue parenting with a greater sense of purpose and meaning. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping immigrant parents to find meaning and purpose in parenting may promote child and family well-being. The paper discusses implications for parent education, social services, and future research.

Scientific Learning Motivations as Predictors of Pre-service Elementary Grade Teachers’ Authentic Assessment Practices in Science

Teachers, as life-long learners, hold personal pedagogical and andragogical motivations towards learning which manifest in their procedures and practices towards specific disciplines. This study is aimed to determine the level of scientific learning motivations and assessment practices in science of pre-service elementary grade teachers and ascertain whether the respondents’ scientific learning motivations predict their assessment practices in the subject. Scientific learning motivations in this study include intrinsic and extrinsic goal orientation, task value, control of learning beliefs, expectancy, and affective components. Employing adopted questionnaires in a Descriptive-Predictive Research design, the respondents’ scientific learning motivations and assessment practices in science were determined and evaluated. Results showed that the pre-service elementary grade teacher-respondents had good to very good motivations in science learning and assessment practices towards the subject. Among the motivational factors in science learning, only expectancy component is related to their affordances in authentic assessment in science. Furthermore, self-efficacy for learning (an expectancy component of scientific learning motivations) was specifically seen to predict the pre-service elementary grade teachers’ affordances of authentic assessment practices towards the subject.

Relationship Between Assessment for Learning and English Learning Motivation of University Students in Blended Learning Environment

The study was sponsored by Hubei Provincial Department of Education’s Important Humanity and Social Sciences Research Project (Project ID: 16D068); Hubei Provincial Department of Education’s Research Project on Teaching Reform in Colleges and Universities (Project ID: 2016490); Hubei Provincial Education Science Twelfth Five-year Plan Project (Project ID: 2014B113); Educational Ministry of Hubei Province (Project ID: 19Q307); College of foreign studies, Hubei Normal University (ID: 1705). Abstract Recently, assessment for learning (AFL) has gained increasing popularity by researchers worldwide. It is generally accepted that AFL enables students to optimize their learning process and improve their learning proficiency through various informal assessment. This study aims at investigating the relationship between AFL and English learning motivation at university level as well as students’ perceptions of this kind of assessment in a blended learning course. Blended learning combines the advantages of traditional face-to-face classroom teaching with online learning in order to provide a better learning environment. Both quantitative and qualitative method were used in the study. The quantitative data comes from two questionnaires: Assessment for Learning Questionnaire for Students which consist of Monitoring and Scaffolding part was used to investigate students’ perceptions of assessment for learning and the Motivation Subscale of Motivated Strategies for Learning Questionnaire was selected as the instrument to measure students’ motivation, which was furthered divided into value component, expectancy component and affective component. 115 university students from Hubei Province of China completed the two questionnaires. The data collected were analyzed using SPSS 22.0. Qualitative data were collected from semi-structured interviews with the selected 6 students. The results of correlation analysis show that intrinsic goal orientation and task value of value component is positively correlated with AFL. Expectancy component is positively correlated with AFL. There is no significant correlation between extrinsic goal orientation and AFL. AFL is not significantly associated with test anxiety. Both monitoring and scaffolding factors contribute to the increase of students’ motivation. Results of the interviews indicate that students with high language proficiency are more willing to accept AFL. It is suggested that AFL should be advocated and applied in teaching language course in China. Future studies are needed to investigate the influence of AFL on students’ learning outcome in an all-around way. Keywords: Assessment for learning; English learning motivation; University students; Blended Learning DOI: 10.7176/JEP/11-5-09 Publication date: February 29 th 2020

The Role of Motivational Strategies in Prediction of Grade Point Average Among Students of Kermanshah University of Medical Sciences

Background: Motivational strategies are important determinants in students’ academic achievement. Objectives: The purpose of this study was to determine the role of motivational strategies in prediction of grade point average (GPA) among university students. Methods: This analytical cross-sectional study recruited 300 students of Kermanshah University of Medical Sciences. Sampling was done by simple random sampling with probability proportional to size in each faculty. Participants filled out a self-administered questionnaire including the motivational strategies components, GPA status, and background variable. Data were analyzed in SPSS-16 using Pearson’s correlation and linear regression. Results: The participants’ age ranged 18 to 29 with a mean of 21.08 ± 1.26 years. GPA was significantly associated with the motivational strategies (r = 0.137 and P = 0.026). The motivational strategies components accounted for 9% of the variation in the outcome measure of the GPA. Extrinsic goal orientations (beta = 0.279 and P < 0.001) and test anxiety (beta = -0.287 and P < 0.001) were the best predictors of GPA. Conclusions: Based on our results, planning educational programs to increase extrinsic goal orientation and reduce the test anxiety may be enhancing GPA among university students.

University students profiles of self-regulated learning and motivation

Abstract The aim of the study was to identify students’ self-regulation through learning strategies adoption in connection with motivation. A sample of 212 freshmen students answered a Likert-type questionnaire with the aim to assess learning strategies, mastery achievement goal, extrinsic goals, procrastination, and discipline valuation. Strategy use consisted in a specific task of writing a text. A person-centered approach was adopted according to the statistical data and four self-regulation clusters were identified, namely, highly self-regulated students, low regulation students, and two clusters with mixed scores. Through variance analysis mastery achievement goal appeared significantly associated only with thehighly self-regulated students cluster. Results were discussed in the framework of a self-regulated learning model and achievement goals theory. Finally, future investigations on other specific learning activities were proposed.

Материалистична ориентация и психично благополучие при юношите в 11-12 клас

The aim of the current study is to look for theoretically and empirically grounded proof for the correlation between aspirations – extrinsic and intrinsic- determining the motivation – and the psychological wellbeing of adolescents in 11th grade. Materialistic orientation is expressed in the preferences of extrinsic goals such as fame, wealth and image, while the intrinsic aspirations are related to preferences of aspirations for personal growth, personal relationships and community contribution. High level of psychological wellbeing is measured through the six elements from K. Ryff’s definition: self-acceptance, positive interaction with others, autonomy, managing of environment, meaning and personal growth. The research includes a group of 50 students in two Bulgarian high schools.

Goal-setting in the career management process: An identity theory perspective.

A common and important feature within models of career management is the career goal, yet relatively little is known about the factors influencing career goals and when and how career goal setting occurs. Drawing from Ashforth's (2001) model of role transitions we propose and test a model wherein mentoring experiences of early career professionals relate to short- and long-term career goals through professional identification. Using survey data collected at three points in time from 312 early career professionals, we find that psychosocial mentoring, but not career mentoring, positively relates to professional identification. For short-term goal outcomes, professional identification positively relates to extrinsic goals, intrinsic goals, and goals that are high quality (i.e., specific, difficult, to which one is committed). For long-term goal outcomes, professional identification positively relates to extrinsic and intrinsic goals, but not to goal quality. Instead, in the long-term goal model, psychosocial mentoring is directly related to goal quality. The theoretical and practical implications of this study for professional identification, career goals, and how mentors can facilitate career goals are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The Role of Students’ Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis

The purpose of this study was to investigate the mediating role of 7th grade students' motivation towards learning science in the relationship between their science learning environment perceptions and science achievement. Correlational research design was utilized in this study and data were collected from 922 7th grade students by using self-report questionnaires and a multiple-choice science achievement test. While the motivation to learn science was regarded as self-efficacy, task value, intrinsic goal orientation, and extrinsic goal orientation, students’ perceptions of the learning environment in science class was assessed by considering the components of constructivist learning environment such as teacher support, involvement, investigation, and equity. The results are discussed in relation to the features of the classroom learning environment related to students’ performance in science class. According to the results obtained from Latent Variables Path Analyses, it seems important that classroom learning environments which were arranged by means of the perspective of the constructivist learning environment increase students’ science achievement directly and indirectly by increasing their motivation towards science.