Goal Questionnaire Research Articles

System Management as Predictor of Universal Basic Education Goal Achievement in Oyo state

Achievement of Universal Basic Education goals of students has witnessed a deplorable trend in the past decade and a source of concern to educators. The present study was carried out to examine system management as predictors of achievement of Universal Basic Education goals in Oyo state. The descriptive survey research design was used. Target population comprised of all public junior secondary school teachers and students. Multi-stage sampling technique was used to select 518 teachers and 688 students for the study. Three research questions and two hypotheses were raised. A researcher-constructed questionnaires titled System Management and Achievement of Universal Basic Education Goals Questionnaire (SMAUBEGQ) consisting of structured items was used to collect data from the sampled population. Reliability of the instrument was done using Cronbach's Alpha which produced reliability values of 0.84 & 0.80. Research questions were answered using descriptive statistics while the hypotheses were analyzed using inferential statistics at P>0.05. The findings of the study showed a moderate level of achievement of Universal Basic Educational (UBE) goals in Oyo state; moderate level of system management in terms of planning and supervision especially in the areas of facilities. The findings further revealed a significant combined influence of system management (planning and supervision) on the achievement of Universal Basic Education (UBE) goals in Oyo state and the F-value of 2.674 and model summary values (R = .198; R2 = .039; Adjusted R2 = .029) were found to be significant at P<0.05. However, the finding showed that relatively, planning (? = 1.083, t = 2.059, significance = .005 and supervision (? = 2.009, t =1.173, significance = .002) produced the significant influence. The study recommends that proper planning and supervision be ensured and school facilities be provided.

Examining Approach and Avoidance Valences of the 3 X 2 Achievement Goal Types on an Engineering Student Sample: A Validity Approach.

Development of the 3 × 2 achievement goal questionnaire (AGQ) advanced approach and avoidance goals in three goal types within the achievement goal framework: task-, self-, and other-based. The purpose of the present study was to examine empirical support for the construct validity, reliability, and measurement invariance of factors on the questionnaire and compare model fit of the 3 × 2 configuration to other alternatives. In addition to validating some of the findings reported in earlier studies, especially the inclusion of task-based goal orientations, the study highlights a limitation and potential boundary of the 3 × 2 AGQ. While the 3 × 2 model was found to be structurally valid, we found multiple validity supports for a definition-based model of the AGQ scale, which does not differentiate between goal approach or avoidance. The study provides some indications that approach and avoidance goals can be indistinguishable to some respondents. Nonetheless, the scale was invariant across multiple groups making group comparison possible.

Providing a Model for Explaining the Impact of Achievement Goals, Social Comparison, Cognitive-Emotional Trust, and mismatch between effort and reward on student cheating behavior

Background cheating is one of the forms of abuse that has become one of the biggest concerns of educational institutions. Therefore, the aim of the present study was to Provide a model for explaining the impact of achievement goals, social comparison, cognitive-emotional trust, and imbalance between effort -reward on student cheating behavior. Methods: Structural equation modeling was the method used in this research. The statistical population of this study consisted of 384 students selected from male second- high schools in 4 districts of Tehran in the academic year 2017-2018. According to Morgan table, the sample size was specified; and cluster random sampling method was used for sample selection. Achievement Goals Questionnaire, developed by Migli et al., 2000; Social Comparison Scale by Chan and Parandrgst, 2007; Cognitive -Emotional Trust Scale by Yang and Mohsedler, 2010; Effort-Reward Imbalance Questionnaire by Sigrist, 2010; and cheating Behavior Questionnaire by Newstead et al., 1996 were applied for collecting data. For data analysis, Pearson’s correlation with SPSS 20 and Amos 24 (α = 0.05) were used. Results: A significant positive correlation was found between avoidance (r=.560, P <0.01), performance (r = .329, P <0.01) and cheating behavior.Whearas, there was a significant negative correlation between avoidance subscale and cheating behavior (r =-429, p <0.01). Mreover, there was no significant relationship between imbalance effort-reward and cheating behavior. However, emotional trust (r=.391, P <0.01) and cognitive trust (r=.145, P <0.01) were positively correlated with cheating behavior. Conclusion: The results obtained in this study indicated that social comparison and cognitive-emotional trust variables have the power to explain the scores of cheating behavior. However, the other two variables of this study and model did not show a significant relationship with it..

ACHIEVEMENT GOALS AND EXTRANEOUS LOAD PREDICT GERMANE LOAD: THE MEDIATING EFFECTS OF ACHIEVEMENT EMOTIONS

Purpose – Achievement emotions have been shown to mediate the association between achievement goals and learning performance, but no research to date has tested whether there is a similar process in predicting germane cognitive load. Based on the control-value theory of academic emotions (Pekrun, 2006), the present study tested a model to determine whether goal orientation and extraneous load were mediated by achievement emotions in predicting germane load. Methodology – This survey study involved 487 voluntary university students (N = 487; 61% women; ages 17-23) who were enrolled in a statistics class and these study participants were selected using the cluster random sampling technique. They responded to three adapted scales which were translated into Bahasa Indonesia. The scales were, namely the Achievement Goal Questionnaire (AGQ), Achievement Emotions Questionnaire (AEQ), and Cognitive Load Questionnaire. Data were collected 20 minutes before the statistics class ended and the data was then analyzed using bootstraped bias corrected (CI = 95%; N=5000) in Structural Equation Modelling (SEM). Findings – The results of the structural equation modeling indicated that a mastery-approach goal was associated with higher germane load through higher enjoyment and lower anxiety, and a performance-avoidant goal was associated with lower germane load through higher anxiety. Moreover, extraneous load was negatively associated with germane load through enjoyment, but was positively associated with germane load through anxiety. Significance – These findings have implications in educational settings: for most students with a mastery-approach goal, and enjoyable activities are helpful, as with those that increase cognitive performance in processing learning information. The present research is the first study to show that achievement goals are linked to the capacity to process learning-relevant information, in part due to the emotions the student experiences in the learning environment.

Nocturnal oximetry in bariatric surgery patients referred to overnight in-lab polysomnography.

This study aimed to evaluate nocturnal oximetry approaches in identifying obstructive sleep apnea (OSA) among bariatric surgical candidates. This was a cross-sectional study involving adult bariatric patients who were undergoing in-lab polysomnography and who were previously screened with the GOAL questionnaire. OSA severity was established as any OSA, moderate/severe OSA, and severe OSA. Oximetry data were evaluated as oxygen saturation (average and nadir), oxygen desaturation index (ODI) at 3%, and proportion of time spent with oxygen saturation <90%. Associations between oximetry data and the apnea-hypopnea index (AHI) were assessed by Spearman correlation index (r), linear regression, logistic regression, and discrimination. All oximetry values were significantly correlated with the AHI among 1,178 individuals, with the ODI emerging as the better parameter (r = 0.911, p < 0.001). Using linear regression, the ODI was the only predictor of the AHI (β = 0.952, p < 0.001). In the multivariate analysis, the ODI was the only independent parameter predicting OSA at all severity levels. In addition, the ODI exhibited excellent discrimination to predict OSA and displayed improved performance among individuals screened as being at high risk versus those at low risk with the GOAL instrument. The ODI emerges as a valid surrogate predictor of the AHI, particularly among those screened as being at high risk for OSA.

Flourishing in Young Adults: The Role of Achievement Goals, Participation Motivation, and Self-Perception Levels in Physical Activity Contexts

This study aims to determine how achievement goals, participation motivation and self-perception levels in physical activity environments relate to the flourishing of young adults. The general purpose of the study was also to examine differences in selected variables of young adults flourishing in physical activity environments. To achieve our aims, the recruited sample consisted of 580 young adult exercisers ranging in age from 18 to 40 years from fitness centers in Izmir, Turkey. Participants completed a personal information form, the Flourishing Scale, the 2 × 2 Achievement Goals Questionnaire for Sport (2 × 2 AGQ-S), the Situational Motivation Scale (SIMS), and the Physical Self-Description Questionnaire (PSDQ). We examined correlations, regressions, and path models with our measured variables. Flourishing relates significantly (p &lt; 0.001) and positively with global self-esteem, the mastery-approach goal, intrinsic motivation, and global physical self-concept. Our path model suggested that the mastery-approach goal, intrinsic motivation, and global self-esteem partially mediated the relationship between global physical self-concept and flourishing. Our findings help to inform alternative approaches for cultivating exercisers’ flourishing. However, knowledge on how to support and develop flourishing is still under-researched in sport and exercise settings.

Investigation of the Mediating Role of Academic Self-Efficacy in the Relationship of Social Adjustment with Academic Engagement and Achievement Goals Among High School Students

Background: One of the important goals of the educational system is to provide the ground for all-round growth and training healthy.Objectives: Present study aimed to investigate the mediating role of academic self-efficacy in the relationships between academic engagement and achievement goals with social adjustment among high school students.Methods: The research method was descriptive-correlation with the path analysis-based design. The statistical population included all male high school students in Tehran in 2017-18 such that 546 students were randomly selected by multi-stage cluster sampling. For the data collection, Morgan-Jinks Student Efficacy Scale (MJSES), Zarang Educational Conflict Questionnaire, Sinha and Singh’s Adjustment Inventory and Elliott and Church’s Achievement Goal Questionnaire were used. Results: The results showed that the coefficient of academic engagement (0.50) and achievement goals (0.30) were significant in predicting self-efficacy. The self-efficacy coefficient in adjustment prediction was also significant (0.82). The direct effects of academic engagement (0.06) and achievement goals (-0.29) on predicting adjustment were insignificant and significant, respectively. Based on this data, academic self-efficacy mediates the relationship between academic engagement and adjustment. The role of academic self-efficacy is in the relationship between achievement goals and adjustment was partly.Conclusions: The implication of the findings is that educational approaches, while emphasizing students’ mastery of prerequisites and successful experiences, should consider academic self-efficacy as a fundamental principle and rely on persuasion and explanation in interactions.

Exploring achievement goals tendencies in students: the link between achievement goals and types of motivation

Aim. This research explored the link between motivation types and achievement goals. More specifically the research focuses on exploring goal endorsements among learners as well as their correlation with motivation.Methods. The sample of 600 participants was gathered among students enrolled in private (N= 156) institutions and public universities (N=444). The study was a quantitative one and utilized the Achievement Goal Questionnaire (AGQ-R) as well as the Intrinsic and Extrinsic motivation scales (Lepper, Corpus, &amp;Iyengar, 2005).Results. The results stipulate that achievement goals are closely linked to situation factors such as university and department. Supporting the premise of fluidity of goal constructs. Ultimately, mastery approach, performance approach and performance avoidance goals did not discriminate between types of motivation, with three goals being positivelycorrelated to both types of motivation. Mastery avoidance goals were not correlated to any of the motivation types (intrinsic or extrinsic), but they showed a tendency to be negatively correlated to extrinsic motivation, a correlation that was not significant.Conclusion. Present research reveals that there are significant differences among participants in goal adoption according to year of study. Specifically, as expected first year students were significantly more mastery oriented than participants attending the second and third year of studies. Gender differences were also evident, with female students reporting higher levels of mastery orientation compared to male students. Finally, the inconclusive results regarding motivation types and achievement goals need future studies to reestablish the stipulated link

La vida comprometida académicamente de los estudiantes orientados al dominio: orden causal entre emociones positivas, metas de dominio y compromiso académico

Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals and objective measures of school engagement. Drawing from the broaden-and-build theory of positive emotions, this study examines the reciprocal associations of positive emotions with mastery-approach goals and teacher-reported academic engagement (using a two-wave longitudinal design. A survey comprising measures to assess students’ positive emotions (i.e., Modified Differential Emotions Scale) and mastery-approach goals (i.e., Achievement Goal Questionnaire – Revised) was administered to 411 Filipino high school students at two separate time points (i.e., 1-month interval). Ten classroom advisers also filled in a teacher-reported measure of academic engagement to provide a more objective estimate of each student's involvement in academic activities. Results of cross-lagged panel structural equation modeling via maximum likelihood estimation approach showed that positive emotions had positive concurrent relationships to mastery-approach goals and all engagement dimensions. Contradicting previous research, positive emotions did not predict subsequent mastery-approach goals and engagement after controlling for auto-regressor effects. Mastery approach goals positively predicted subsequent positive emotions, behavioral engagement, and cognitive engagement. Engagement dimensions did not relate to succeeding positive emotions and mastery approach goals. Results of this investigation highlight the emotional and academic benefits associated with students’ intrinsic drive to learn in school contexts.

The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement

Although prior research shows that well-being is linked to effective learning, there is scarce evidence on how positive emotions relate to achievement goals and objective measures of school engagement. Drawing from the broaden-and-build theory of positive emotions, this study examines the reciprocal associations of positive emotions with mastery-approach goals and teacher-reported academic engagement using a two-wave longitudinal design. A survey comprising measures to assess students’ positive emotions (i.e., Modified Differential Emotions Scale) and mastery-approach goals (i.e., Achievement Goal Questionnaire – Revised) was administered to 411 Filipino high school students at two separate time points (i.e., 1-month interval). Ten classroom advisers also filled in a teacher-reported measure of academic engagement to provide a more objective estimate of each student’s involvement in academic activities. Results of cross-lagged panel structural equation modeling via maximum likelihood estimation approach showed that positive emotions had positive concurrent relationships to mastery-approach goals and all engagement dimensions. Contradicting previous research, positive emotions did not predict subsequent mastery-approach goals and engagement after controlling for auto-regressor effects. Mastery approach goals positively predicted subsequent positive emotions, behavioral engagement, and cognitive engagement. Engagement dimensions did not relate to succeeding positive emotions and mastery approach goals. Results of this investigation highlight the emotional and academic benefits associated with students’ intrinsic drive to learn in school contexts.

The prediction of academic dishonesty based on academic engagement, achievement goals and implicit beliefs of intelligence in during pandemic Coronavirus

The purpose of this study was to prediction of academic dishonesty based on academic engagement, achievement goals and implicit beliefs of intelligence in during pandemic Coronavirus (Covid-19). The descriptive- correlation method was used. The statistical population consists of all female students high schools Tehran city in year academic 2019-2020. In this study, according to convenience sampling method, 200 female students by formula Plant of Tabachnick & Fidell (2007) were selected as samples and they were asked to fill in the academic dishonesty scale (ADS) of Witherspoon, Maldonado & Lacey (2010), schoolwork engagement inventory (SEI) of Salmela-Aro & Upadaya (2012), achievement goal questionnaire–revised (AGQ-R) of Elliot & Murayama (2008) and implicit theory of intelligence scale (ITIS) of Abd-El-Fattah & Yates (2006). The data were analyzed by tests of Pearson correlation and multivariate regression. Findings showed that there was significant correlation between academic engagement, achievement goals and implicit beliefs of intelligence with academic dishonesty (p < 0/01). Regression analyses also revealed that %64/3 of variance of academic dishonesty infidelity was explained by academic engagement, achievement goals and implicit beliefs of intelligence. This study confirmed the significant contribution of academic engagement, achievement goals and implicit beliefs of intelligence on academic dishonesty in students.

Prediction of obstructive sleep apnea using GOAL questionnaire in adults with or without excessive daytime sleepiness: A cross-sectional study

ObjectiveObstructive sleep apnea (OSA) is a prevalent disorder and excessive daytime sleepiness (EDS) is a frequently associated complaint. Our objectives were (1) to evaluate the predictive performance of the GOAL questionnaire in patients with or without EDS and (2) to compare its discrimination with that of 3 other validated instruments: STOP-Bang, No-Apnea, and NoSAS. MethodsA cross-sectional study from July 2019 to March 2020 was designed with consecutive adults undergoing full polysomnography. Participants were grouped into 2 cohorts according to the Epworth Sleepiness Scale (ESS): without EDS (ESS <11) or with EDS (ESS ≥11). Discrimination was assessed by area under the curve, while predictive parameters were calculated using contingency tables. OSA severity was classified based on apnea/hypopnea index thresholds: ≥ 5.0/h (OSA≥5), ≥ 15.0/h (OSA≥15), and ≥ 30.0/h (OSA≥30). ResultsOverall, 2627 patients were enrolled. In 1477 individuals without EDS, for the screening of OSA≥5, OSA≥15, and OSA≥30, GOAL showed sensitivities ranging from 79.3% to 91.5% and specificities ranging from 60.6% to 40.2%. In 1150 individuals with EDS, for the screening of OSA≥5, OSA≥15, and OSA≥30, GOAL reported sensitivities ranging from 86.2% to 94.5% and specificities ranging from 63.9% to 36.0%. In both cohorts, GOAL showed similar discrimination to STOP-Bang, No-Apnea, and NoSAS for predicting OSA≥5, OSA≥15, and OSA≥30 (all P values >.05). ConclusionsThe GOAL questionnaire, a practical 4-item instrument, showed adequate predictive performance for the prediction of OSA. Moreover, its discrimination was satisfactory and non-inferior to that of STOP-Bang, No-Apnea, and NoSAS.

Predicting test anxiety using the 3x2 achievement goal model

ABSTRACT Past research has demonstrated that the reasons underlying students’ decisions to engage in academic tasks (i.e., achievement goals) are associated with the experience of test anxiety. Empirical investigations focused on the association between achievement goals and test anxiety have historically been guided by the dichotomous, trichotomous, and 2 × 2 achievement goal models. However, few investigations have explored the association between achievement goals and test anxiety using the newly developed 3 × 2 achievement goal model. Therefore, the current study was designed to determine if task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance goal orientations are associated with cognitive, physical, and social dimensions of test anxiety. Participants (N = 482) completed the 3 × 2 achievement goal questionnaire, the reactions to tests instrument, and the social derogation subscale of the FRIEDBEN test anxiety scale. Results indicated that after controlling for important covariates, task-approach goals were a negative predictor of worry, test-irrelevant thinking, tension, bodily symptoms, and fear of social derogation. Interestingly, the results of the current examination highlight that the endorsement of other-avoidance goals is associated with an increased fear of social derogation. The discussion explores how efforts to promote task-approach focused goals may be an effective method of reducing test anxiety within undergraduate and graduate populations.

Estudo relacional entre gênero e rendimento escolar de alunos do Ensino Fundamental e Médio de Brasília-Brasil

Este estudo se propõe descobrir relações entre gênero e rendimento escolar, composto em especial por valores de metas acadêmicas (3 fatores psicossociais não-cognitivos), de uma amostra de alunos de 11 a 17 anos inseridos na rede de ensino fundamental II e médio de Brasília-DF, capital do Brasil. A pesquisa se inscreveu em uma perspectiva motivacional, que se sustenta em um desenho transversal descritivo e correlacional com metodologia qualitativa e quantitativa. Se aplicou o Questionário de Metas Acadêmicas de Hayamizu e Weiner (1991). Descreveu-se e aplicou, empiricamente, a um grupo de alunos dos gêneros masculino e feminino. Foi possível demonstrar que não existiram correlações entre as variáveis devido à normalidade estatística da amostra. No entanto, os resultados da descrição fazem supor impactos positivos em metas de aprendizagem e metas de obtenção, pelo alto nível de pontuação obtido na descrição da amostra e pela consistência dos dados, e impactos negativos em metas de reforço social. O fato mais chamativo foi a contradição encontrada com os resultados obtidos por Cominetti e Ruiz (1997), que se baseiam em sustentar que o fator gênero ajuda a modular as relações com o rendimento escolar. Esta pesquisa contribui cientificamente com novos elementos às literaturas sobre o assunto.

Русскоязычная версия опросника целей учебных достижений: разработка, валидизация и исследование функциональных возможностей

The paper presents results of a study (N=280) aimed at adaptation, modification and validation of the Russian version of the Achievement Goal Questionnaire based on the 3x2 model of Elliot’s achievement goal theory. We address the issue of the functionality of the application of the methodology in the study of the goals of educational achievements: in studies in general, or for a specific subject. The study shows that the adapted questionnaire demonstrates satisfactory psychometric properties in terms of reproducing the expected factor structure and functioning of individual statements of the questionnaire. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. We conclude that the questionnaire can be used for exploring the goals of educational achievements as for specific subjects, as for learning in general. A modified Russian version of the Achievement Goal Questionnaire based on the 3x2 achievement goal model is attached to the article.

Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy

It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.

The Structural Model of Students' Cheating Behavior Based on Achievement Goals, Social Comparison, Cognitive-Emotional Trust, and Imbalance between Effort and Reward by the Mediator of Academic Motivation among High -school students

Background and Aim: It is a widely acknowledged fact that the future lies in the hands of the next generation whose success is mainly dependent on education. We aimed to investigate the mediating role of academic motivation in relationships of cognitive-emotional trust and inconsistency between effort and reward with cheating behavior in students. Methods: The structural equation modeling correlation was the method used in this research. The sample population of this study consisted of 384 students selected from all male second- high schools in 4 districts of Tehran in the academic year 2017-2018. Using the Cochran formula, the sample size was estimated. The cluster sampling was used to randomly select a school. To collecting data, the Migli et al.'s (2000) Achievement Goals Questionnaire, Chan and Prendergast Social Comparison Scale (2007), Yang and Mossholder (2010) Cognitive -Emotional Trust Scale, Siegrist Effort-Reward Imbalance Questionnaire (2010), cheating Behavior Questionnaire Newstead et al. (1996), and The Harter Academic Motivation Questionnaire (MIT), were used. For data analysis, used Pearson’s correlation with SPSS 20 and Amos 24 (α = 0.05). Results: Results showed thatdirect effect of trust to academic motivation (β=0.55, p 0.05) and direct effect of Effort-Reward Imbalance to academic motivation (β=-0.05, p>0.05) was not statistically significant. Conclusion: Given the findings the mentioned variables in students' academic motivation is important because the goals of advancement, social comparison, trust, and inconsistency between effort and reward through cheating attitudes may influence cheating behavior.

Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science

This study aimed to investigate the relationships among mastery goal orientations (approach and avoidance), adaptive coping strategy (positive coping), and motivational beliefs (self-efficacy and task value) among middle school students in science. The study group consists of 249 students studying at four middle schools in one of the largest cities located in the eastern part of Turkey. The research data were collected using Achievement Goals Questionnaire, Academic Coping Inventory, and the Motivated Strategies for Learning Questionnaire. Structural equation modeling was performed using AMOS program to test the hypothesized relationships among constructs. The results showed that individuals with mastery goal orientation used more positive coping strategies. It was observed that individuals with higher self-efficacy had a higher ratio of using positive coping strategies. In addition, individuals with a high level of motivational beliefs used more mastery goal orientation. Furthermore, while mastery goal orientations positively predicted motivational beliefs and positive coping strategies, positive coping strategy was found to predict positively self-efficacy only. This study was a correlational study, but correlational studies did not help the establishment of a cause-effect (causality) relationship between the variables in question. Experimental studies can be conducted in the future to reveal the causes and effects related to the correlation between the relevant variables.

Food & meal decision making in lockdown: How and who has Covid-19 affected?

The Covid-19 lockdown resulted in all but essential shops closing in many countries, with inevitable and immediate impact on food availability and choice. Reasons for specific food choices influence diet and mealtimes and can affect psychological and physical well-being. The current study aimed first to investigate whether individuals and families in the UK have changed their food choice motivations over lockdown and second to identify sub-groups in particular need of support in the event of future lockdowns. Two hundred and forty adult participants from the UK completed an online survey, consisting of a series of demographic questions, the Food Choice Questionnaire, the Family Mealtime Goals Questionnaire and some short open-ended questions. They were asked to consider their goals and motivations around food and mealtimes at two timepoints: before lockdown and Summer 2020. Results indicated that the sample placed more importance on health, weight control and mood when choosing their food after lockdown than they had before, and less importance on familiarity. A number of sub-groups were identified who may be particularly vulnerable to food-related challenges in future lockdowns including younger adults, parents and carers of children, those self-isolating and individuals who do not live within close proximity to food shops. These results are preliminary and larger sub-group sample sizes will be necessary to draw firm conclusions. Future research should consider the nature and impact of these challenges in more detail across a more varied population.

The relationships between the 3 × 2 achievement goal model and test anxiety in Physical Education

The aim of the present study was to investigate the predictive role of the 3 × 2 achievement goal model on test anxiety in the specific context of Physical Education (PE). Four hundred and eighty-six French students (mean age = 15.83, standard deviation = 1.20) voluntarily and anonymously filled out the Revised Test Anxiety and Regulatory Dimension of Anxiety in Physical Education scale (RTAR-PE) assessing test anxiety in PE and the Achievement Goal Questionnaire for Sport (AGQ-S) assessing the six achievement goals. The results showed that task-avoidance and self-avoidance goals positively predicted the four negative factors of test anxiety (worry, self-focus, bodily symptoms, somatic tension), while task-approach and self-approach goals negatively predicted them. It was the opposite for perceived control, which is the positive factor of test anxiety. Contrary to academic general test anxiety, other-avoidance goals did not positively predict the negative factors of test anxiety in the PE context, but they negatively predicted perceived control. The previous pattern of results was reversed for task-approach, self-approach, and other-approach goals. Finally, a significant interaction was found between other-avoidance goals and gender in predicting bodily symptoms, but simple slope analyses did not reveal significant findings. Taking students’ psychological characteristics into account, such as achievement goals, may contribute to a better understanding of test anxiety in PE.