Mastery-approach Goals Research Articles

Effects of Achievement Goal Orientation Types on Subjective Well-being

In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework.

The Role of Parental Self-Efficacy in Explaining Children’s Academic Outcomes

Students’ educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students’ academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents’ engagement to children’s educational outcomes.

Relationship between metacognitive awareness and motivation to learn in medical students

BackgroundIn self-regulated learning, learning is defined as metacognitively guided, intrinsically motivated and strategic. In the context of medical education, the development of self-regulated learning can be associated with better academic and clinical performance. Hence, this report focuses on demonstrating the association between metacognitive awareness and motivation to learn among medical students in the clinical sciences portion of their education (3rd and 4th years of the medical programme) and characterizing medical students’ motivational factors.MethodsWe performed a cross-sectional study with a qualitative and quantitative approach involving medical students from the University of Sao Paulo (USP) in Brazil. We have selected validated self-report questionnaires for the evaluation of metacognition (the Schraw and Dennison Metacognitive Awareness Inventory - MAI) and motivation to learn (the Baranik, Barron and Finney Achievement Goals for a Work Domain - AGWD). MAI has two domains: knowledge about cognition and regulation of cognition. AGWD divides achievement goals into mastery approach, mastery avoidance, performance approach and performance avoidance goal orientations. We also performed a qualitative analysis based on an open-ended question: “What motivates me the most in medical training?”ResultsOne hundred eighty-five students completed the questionnaires: 103 (55.67%) were men, 110 (59.45%) were in their fourth year of the medical programme, and 152 (82.16%) were up to 24 years old. Only the knowledge about cognition domain of MAI was significantly associated with motivation to learn. We found that higher scores on the knowledge about cognition domain of MAI was associated with the mastery approach goal orientation (p = 0.003, median 0.71, IQR 0.23) and that lower scores on this same domain was associated with a mastery avoidance goal orientation (p = 0.034, median 0.65, IQR 0.14). The open-ended question showed that altruism, personal satisfaction, financial feedback, personal and supportive networks and graduating were motivational factors.ConclusionsMetacognitive awareness and motivation to learn are closely related. This association may represent a potential target for the educational process, as deans and faculty can adopt strategies focused on promoting self-regulated learning concerning students’ motivational factors. This could enhance academic outcomes and promote more enjoyable learning.

Comparative Study to Analyze the Motivational Patterns among Students of a Healthcare University in UAE Using the Achievement Goal Questionnaire (Revised)

Aims: This cross sectional study was conducted on students at Ras Al Khaimah Medical and Health Sciences University to analyze the motivation patterns in the health sciences university students.
 Methodology: Total number of students who participated were 145. Data was entered into SPSS 22 software and analyzed. Student ‘t’ test was used to compare among the groups.
 Results: The study results showed that all students exhibited highest scores of Mastery Approach goal motivation >10.62±4.24; but there was a decay in the later years of study and the Mastery Avoidance scores increased. This was more pronounced in the medical students (P =0.02).
 Conclusion: This work underscores the notion that health sciences students are highly motivated and strive hard to achieve their goals. This study can be used to develop teaching methodologies and assessments that promote deep approaches to learning.

Relationships between Achievement Goals, Emotions, and Academic Performance in Nursing Students

본 연구는 간호대학생 151명을 대상으로 성취목표(achievement goals), 학습성취정서(achievement emotions) 및 학업성적(academic performance) 간의 관계를 실증적으로 탐구하였다. 대상자들은 성취목표, 학습성취정서 및 학업성적을 측정하는 자기보고식 설문을 작성하였고, 가설 검증을 위해 Mplus 7 프로그램을 활용하여 구조방정식모형(Structural equation modeling)을 실시하였다. 숙달접근목표(mastery-approach goals)는 즐거움(enjoyment)과 정적관계를 보였고, 지루함(boredom)과 화(anger)와는 부적관계를 보였다. 수행접근목표(performance-approach goals)는 희망(hope) 및 자부심(pride)과 정적관계를 보인 반면, 수행회피목표(performance-avoidance goals)는 불안(anxiety), 절망감(hopelessness), 및 수치심(shame)과 정적관계를 보였다. 숙달접근목표(mastery-approach goals)와 수행접근목표(performance-approach goals)는 학업성적(academic performance)과 정적관계가 있는 것으로 나타났다. 즐거움(enjoyment), 희망(hope), 및 자부심(pride)은 학업성적과 정적관계를 보인 반면, 지루함(boredom), 화(anger), 불안(anxiety), 절망감(hopelessness), 및 수치심(shame)은 학업성적과 부적관계를 보였다. 본 연구결과는 간호대학생의 성취목표와 학습성취정서는 본질적으로 상호연관되어 학업성적에 영향을 주고 있음을 의미한다. 본 연구를 통해 간호대학생의 성취목표과 학습성취정서에 대한 새로운 통찰을 발견했고, 이는 간호학 분야의 과학적 지식 확장뿐만 아니라 간호교육의 실질적인 개선에도 기여할 것이다. 또한, 이 연구는 심리학 분야의 학습동기 및 정서연구의 관점을 간호연구 분야에 통합함으로써 간호분야에서의 다학제간 연구에 기여하고 있다.

\u2018Even though it might take me a while, in the end, I understand it\u2019: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence

Although there have been many investigations of the social, motivational, and emotional aspects of conceptual change, there have been few studies investigating the intersection of these factors with cognitive aspects in the regular classroom. Using a conceptual change approach, this case study reports experiences of a student of low to average prior attainment who achieved high levels of conceptual gains in five science topics over a two-year period. Her experience in the cognitive, social and affective domains was probed through analysis of interviews, student artefacts, video recordings of classroom learning, pre/post-tests and questionnaire results. For this student, peripheral or incidental persuasion of belonging to a supportive small group initially led to greater engagement with the construction of understanding through production of multiple student-generated representations, resulting in improved self-confidence and high levels of conceptual change. Evidence of transfer from performance to mastery approach goals, adoption of positive activating emotions and increased interest in science were observed. This study highlights that adoption of a multidimensional conceptual change approach with judicious organisation of small groups to support construction of verbal, pictorial and written representations of understanding may bring about changes in motivational stance, self-confidence and emotions to maximise conceptual change.

College Students’ Achievement Goals, Social Goals, and Self-reported Persistence in Physical Activity Class Settings

ABSTRACT Achievement goal theory has been a dominant framework guiding research on motivation in physical activity (PA) settings. This study was designed to examine the predictive role of achievement goals and social goals on college students’ self-reported persistence toward PA. We also examined gender- and grade-related differences in achievement goals and social goals. A total of 440 college students participated in this correlational study. Three scales were used to assess students’ achievement goals, social goals, and persistence toward their self-reported PA. Multiple regression analysis revealed that mastery-approach goals, social responsibility goals, and social relationship goals were significant positive predictors of students’ self-reported persistence. Additionally, results from a multivariate analysis of variance showed no significant differences for gender, grade levels, and interaction between gender and grade levels in achievement goals and social goals. Findings suggest using both achievement goals and social goals to study student motivation and achievement in college PA settings.

Achieving Employability as We Age: The Role of Age and Achievement Goal Orientations on Learning and Employability

The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. Data of 167 Austrian knowledge workers were gathered via electronic questionnaires to investigate the relationships between age, achievement goal orientations, learning activities, and employability using structural equation modeling. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.

Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.

Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery-avoidance goal structures, performance-approach goal structures, and performance-avoidance goal structures) and achievement goals (mastery-approach goals, mastery-avoidance goals, performance-approach goals, and performance-avoidance goals) as well as moderating variables. Results indicated that each achievement goal was most strongly related to its contextual counterpart. Educational level and world region moderated some of the relations, and for most combinations of goal structures and achievement goals, measures framing goal structures as a climate produced higher correlations than measures using the teacher as referent. Challenges and promising routes for future research and theory building are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

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.

When Are Leaders Receptive to Voiced Creative Ideas? Joint Effects of Leaders' Achievement Goals and Personal Sense of Power.

Voiced suggestions for improvement and constructive change (i.e., voiced creative ideas) by employees are important for organizations. In order to reap the benefits of these ideas, leaders need to be receptive. Drawing on achievement goal theory and approach-inhibition theory of power, we examined the joint effects of leader achievement goals and personal sense of power on leader receptivity to voiced creative ideas in two studies. In a field study (Study 1, N = 136), we found that leaders pursuing mastery-approach goals were positively related to leader receptivity. Receptivity for leaders pursuing performance-approach goals was found to be contingent upon their personal sense of power, with a positive (negative) association under conditions of high (low) sense of power. Similarly, in experimental study (Study 2, N = 93), in which we manipulated leader achievement goals, the receptivity of performance-approach goal leaders was contingent upon their sense of power. When sense of personal power was high, performance-approach goal leaders displayed higher levels of receptivity than when their personal sense of power was low. An implication is that personal sense of power may prevent leaders with performance-approach goals from disregarding creative ideas that are put forward by their subordinates. These findings extend insight into how and when leaders are receptive to voiced creative ideas.

Time Orientation and its Relationship with Goal Orientation

The objectives of the study are to investigate time orientation and goal orientation levels in light of some variables, and to identify the relationship between the two variables. The sample of the study consists of 698 male and female students studding at Yarmouk University. Zimbardo and Boyd (1999) Time Orientation Scale and Abu Ghazal et al., (2013) Goal Orientation Scale are used after assessing the validity and reliability for both scales. The results of the study showed that the past positive domain in time orientation ranked first, followed by future past negative, present hedonism, present fatalistic, respectively. The results also showed that the domain of mastery-approach in goal orientations ranked first, followed by performance-avoidance, and finally performance-approach. The results of the study indicated a statistically significant positive correlations between future time orientation and mastery- approach goal orientation, and between past negative time orientation and performance- avoidance goal orientation. There are statistically significant positive correlations between time orientation domains and goals orientations domains except a negative correlation between present fatalistic time orientation and mastery-approach goal orientation

Interpersonal predictors and outcomes of motivational profiles in middle school

The purpose of this study was to identify sixth graders' motivational profiles based on achievement goals and self-efficacy (n = 275) and to examine how these profiles relate to students' attitudes about social interdependence (cooperation, competition) and socio-cognitive conflict regulation (epistemic, competitive-relational, protective-relational). Latent profile analysis identified four profiles—(1) low mastery-approach goals with average other scores (Low Mastery), (2) high scores on all variables (High All), (3) high self-efficacy and mastery-approach goals (High Self-efficacy and Mastery), and (4) average scores on all variables (Average All). As expected, cooperative attitudes predicted greater likelihood of membership into profiles with higher mastery-approach goals and self-efficacy. The High Self-efficacy and Mastery profile showed the lowest level of less adaptive conflict regulation (competitive-relational and protective-relational regulations). Results highlight the importance of promoting students' cooperative attitudes, which are conducive to forging positive motivational profiles and thereby minimizing the use of relational regulation.

Team Achievement Goals and Sports Team Performance

This study focuses on team achievement goals and performance outcomes in interdependent sports teams. Team achievement goals reflect shared motivational states that exist exclusively at the team level. In a survey among 310 members of 29 premier-league field-hockey teams, team-level performance-approach, performance-avoidance, mastery-approach, and mastery-avoidance achievement goals explained 69% of the overall variance in team performance and 16% after controlling for previous performance. Teams performed better to the extent they were more approach- and less avoidance oriented in terms of both mastery and performance, although mastery-approach goals related to early-season team performance rather than predicting later changes in team performance.

Thriving Under Uncertainty: The Effect of Achievement Goal Orientation on Job Insecurity and Flourishing

Flourishing, a construct encompassing optimal human functioning, is an indicator of well-being. The purpose of this study was to examine the direct and indirect effects of employees’ achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goal orientation) on flourishing, through the appraisal of quantitative (concerns about continued existence of the job) and qualitative (concerns about continued existence of important job features) job insecurity. Data were collected from 275 employees in an organization on the brink of a substantive downsizing. The results of structural equation modelling showed that mastery approach and—avoidance goal orientation positively predicted flourishing. Furthermore, flourishing was negatively predicted by qualitative job insecurity but not by quantitative job insecurity. Qualitative job insecurity mediated the effects of mastery- and performance-approach goal orientation on flourishing but the effects were not significant. Hence, in an environment with a substantial threat of job loss, a mastery goal orientation contributed directly to flourishing. Our results plead for more attention for the effects of achievement goal orientation and qualitative job insecurity on flourishing under uncertainty.

Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages

While personal performance-approach goals (PAp goals) have already been successfully bifurcated into normative and appearance PAp goals, the same distinction has not yet been applied to performance-approach goal structures (PAp goal structures). The present study therefore aimed to (a) test the factorial two-level structure of PAp goal structures to establish whether a distinction between normative and appearance components is empirically supported, and (b) explore relations to achievement and approach-oriented achievement goals (mastery-approach goals, normative and appearance personal PAp goals). This study relied on a sample of 1,004 secondary school students (53.38% females, 49 classes). Results from multilevel confirmatory factor analyses revealed that a model with two separate normative and appearance PAp goal structure factors on the individual student level, and one overall PAp goal structure factor on the classroom level fit the data best. On the individual student level, normative PAp goal structures positively predicted achievement, whereas appearance PAp goal structures negatively predicted achievement. Each PAp goal structure type showed the strongest relation to the matching personal PAp goal, but no relations to mastery-approach goals were found. On the classroom level, the high associations between the overall PAp goal structure and personal PAp goals raised concerns on their empirical distinctiveness.

Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model

Background and Study Aim : The purpose of this study was to examine the mediating role of self-efficacy and self-regulation between achievement goals and leisure time physical activity among Turkish high school students. Material and Methods : Four hundred and sixty-four high school students (216 male; 248 female) enrolled in physical education classes voluntarily participated in the study. To assess whether the data fit the proposed model structural equation modelling was used. Results: Results revealed that self-efficacy mediated the effects of mastery-approach, mastery-avoidance, and performance-approach goals on leisure time physical activity. Self-regulation was not a mediator of achievement goals and did not predict leisure time physical activity. Conclusions: This study revealed the importance of self-efficacy in physical education to promote students’ leisure time physical activity.

Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on data from a larger study on the learning of energy, we employed network analysis to investigate how the organization of students’ knowledge about energy influenced their ability to transfer and what role achievement goal orientation may have played in this. We found that students that had more coherently organized knowledge networks were more successful in transfer. Furthermore, we also found a connection between mastery goal orientation and the organization of students’ knowledge networks. Our results extend the literature by providing evidence for a direct connection between the organization of students’ knowledge networks, their success in transfer, and their goal orientation and hint at the complexities in the relationship between mastery approach goal orientation and successful transfer beyond what is reported in the literature.

Are All Challenges Equal?

Abstract. This study seeks to advance theory on the motivational underpinnings of striving for challenge. We propose and empirically demonstrate that challenging job experiences can be meaningfully subdivided into private challenging job experiences (private challenges) and public challenging job experiences (public challenges). Drawing on achievement goal theory, in a two-wave field study among 226 employees (Study 1) and a multi-source field study among 326 employees (Study 2), we found initial evidence regarding differential effects of employees' mastery-approach goals and performance-approach goals in relation to private challenges and public challenges. Furthermore, Study 2 showed a negative relationship between performance-approach goals and supervisor-rated in-role job performance when public challenges were low. Theoretical and practical implications of these findings are discussed.

The Effects of Non-Commissioned Officers’ Role Stress on Burnout: The Mediating Effects of Achievement Goal

Background: The purpose of this study was to examine the mediating effects of achievement goals (performance approach goal, mastery approach goal, performance avoidance goal) on the link between role stress and burnout and engagement. Methods: A total 224 non-commissioned officers agreed to the purpose of this study were participated. A correlation analysis was performed by using SPSS 21.0, and Structural Equation Modeling (SEM) was performed by using AMOS 20.0. Results: This study were as follows. As a result of comparing the research model including the performance approach goal and the competition model except the performance approach goal, the competition model was excellent. In addition, performance avoidance goal was partially mediated in the relationship between role stress and burnout. In addition, the mastery approach goal was partially in the relationship between role stress and engagement. Conclusions: The results imply that improving mastery approach goal and decreasing performance avoidance goal is very important for non-commissioned officers. Therefore, the military authorities should develop various strategies to decrease performance avoidance goal and improve the mastery approach goal.