Mastery Goals Research Articles

The Role of Passion in Self-Oriented Versus Team-Oriented Decision-Making in Team Sports.

This study investigated the role of passion and achievement goals in making self-oriented and team-oriented decisions. Based on the Dualistic Model of Passion, it was hypothesized that in the context of collective sports, harmonious passion should lead to the adoption of mostly mastery goals, which in turn should lead to a more team-oriented decision-making. Conversely, obsessive passion should be related to the adoption of all three types of goals but mostly to performance-approach and performance-avoidance goals, which in turn should lead to a more self-oriented decision process. A total of 253 basketball players completed measures of passion and achievement goals in sport. They then were exposed to basketball scenarios and indicated their likelihood to act in a self-oriented or team-oriented manner. Results from structural equation modeling supported the hypotheses and lead to several implications for future research.

The role of achievement goals and identity in academic performance and misconduct of college athletes: Considering sport-to-school spillover

This study examined the role of achievement goal orientations (academic mastery and performance, athletic task and ego) and identity (academic and athletic) in the academic performance and misconduct of Division I student-athletes (N = 1151). Results of the structural equation modeling showed that academic performance was predicted positively by academic performance goal and academic identity (both directly and indirectly through performance goal) and negatively by athletic identity. Academic misconduct was predicted negatively by both self-referenced goals (academic mastery and athletic task), but positively by athletic ego goal. A positive indirect relationship was found between academic identity and academic misconduct through academic mastery goal. Opposing indirect relationships were found between athletic identity and academic misconduct through task and ego goals, which canceled each other out. Taken together, findings highlight the importance of fostering strong academic identities and setting self-referenced goals in school and sport for the academic success of Division I student-athletes.

Primary School Students with Reading Comprehension Difficulties and Students with Learning Disabilities: Exploring Their Goal Orientations, Classroom Goal Structures, and Self-Regulated Learning Strategies.

The aim of the present study was to investigate goal orientations and classroom goal structures and their relationship with strategies of self-regulated learning (SRL) in students with and without learning disabilities (LD) and reading comprehension difficulties (RCD). The sample consisted of 537 students attending the two last grades of primary school, fifth and sixth grade (Mage = 11.28 years, SD = ±0.59). Of these, 58 students were diagnosed with LD, and 70 students, after individually administered assessments in reading accuracy and reading comprehension, were assigned to the RCD group. Self-reported questionnaires were administered, assessing students' personal goal orientations, classroom goal structures, and strategies of SRL. The results showed that students with LD and students with RCD scored lower in mastery orientation and higher in performance avoidance compared to their peers without difficulties (ND). LD students reported lower scores of adaptive strategies than their peers. In addition, the results confirmed the adaptive character of mastery-approach goals and mastery goal structures and the negative effects of performance-avoidance goals and performance goal structures on the adaptive strategies of SRL. Performance-approach goals predicted adaptive behaviors for all students, confirming the argument of an adaptive type of motivation. The findings of the current study highlight the importance of goal orientations and classroom goal structures for students' SRL. Implications of the findings for enhancing motivation for students with LD and students with RCD are discussed.

Intrapersonal relationship between mastery goals and motivation instability A study using a random-intercept cross-lagged panel model

Intrapersonal relationship between mastery goals and motivation instability A study using a random-intercept cross-lagged panel model

Relationship between Mastery Goal Orientation and ICT Use Outside School: Moderation Role of ICT Self-efficacy

Relationship between Mastery Goal Orientation and ICT Use Outside School: Moderation Role of ICT Self-efficacy

Relation between Shyness and Music Academic Engagement: The Mediation of Achievement Goals—A Cross-Sectional Survey Study

Music discipline that emphasizes expression, performance and collaboration may cause difficulties for shy students who are prone to anxiety about social interaction, which might cause low music academic engagement and achievement. According to Models of Personality and Affect regarding the role of psychological constructs in educational contexts, shyness and academic engagement are the first and third-level variables, respectively. We hypothesized that achievement goals might be the second-level variable between shyness and academic engagement. Two hypotheses were proposed in the study: (1) shyness is negatively related to music academic engagement; (2) the music achievement goals mediate shyness and music academic engagement. The research was conducted in May 2022. A total of 515 college students who major in music were randomly recruited from a public university in Shanxi province, China. A 20 min self-report questionnaire was conducted as the data collection method. The research results revealed the following: (1) shyness was negatively associated with musical academic engagement; (2) the music mastery goals and the music performance avoidance goals (excluding the performance approach goal) partially mediated the association between shyness and music academic engagement in music learning. These findings have implications for the research and practice of music academic engagement of shyness.

Analysis of Difference in Mastery Goal and Performance Goal Reflected in Score Prediction

이 연구의 목적은 중간고사와 기말고사의 성적을 예측하는 상황에서 성취목표의 두 유형(숙달목표 vs. 수행목표)이 보이는 차이를 확인하는 것이다. 대표적인 동기변인인 성취목표유형을 분석하고 그 특징이 성적을 예측하는 상황에서 어떤 차별적인 성향을 보이는지를 상관분석과 차이분석, 회귀분석을 통해 확인했다. 연구대상은 성취목표유형을 분류하기 전 201명과 후 105명의 학부생이며, 성적예측은 실제점수와 예상점수, 착각점수(예상점수-실제점수)를 적용했다. 연구결과, 4분위별 예상점수와 실제점수 간의 더닝-크루거 현상이 확인되었다. 실제점수와 숙달목표와의 상관은 중간고사 때만, 그리고 실제점수와 수행목표와의 상관은 기말고사 때만 유의미했다. 예상점수와 두 성취목표의 상관은 없었으며, 착각점수와 두 성취목표의 상관은 중간고사의 수행목표와만 유의미했다. 예상점수와 실제점수 간 차이검증 결과, 기말고사에서 수행목표의 두 점수 간 차이만 유의미하지 않았다. 두 성취목표 간 차이검증에서 기말고사 실제점수 간 차이만 유의미했다. 중간고사와 기말고사 모두에서 실제점수와 착각점수가 예상점수를 유의미하게 예측하지만, 착각점수는 중간고사의 수행목표만 유의미하게 예측했다.

유아교사의 성취목표성향이 내재적 동기와 무형식학습경험을 매개로 교수창의성에 미치는 영향

This study examined the effects of early childhood teachers’ goal orientation on teaching creativity through intrinsic motivation and informal learning experience to investigate the roles of goal-related, motivational, and experiential factors that explain their teaching creativity. Participants were 257 early childhood teachers in early childhood education centers located in Incheon and Gyeonggi-do. This study measured the teachers’ goal orientation (mastery goal orientation, performance goal orientation), intrinsic motivation, informal learning experience, and teaching creativity. Collected data were analyzed using the structural equation modeling. Results showed that early childhood teachers’ mastery goal orientation, intrinsic motivation, and informal learning experience significantly influenced teaching creativity. However, the effects of performance goal orientation on teaching creativity were not significant. Mastery goal orientation significantly influenced intrinsic motivation and informal learning experience, and performance goal orientation significantly influenced informal learning experience. The effects of intrinsic motivation on informal learning experience were significant. Regarding indirect effects, mastery goal orientation significantly influenced teaching creativity through intrinsic motivation and informal learning experience. Also, mastery goal orientation significantly influenced teaching creativity sequentially mediated by intrinsic motivation and informal learning. The results provide academic implications for examining the goal-related, motivational, and experiential factors that affect early childhood teachers’ teaching creativity. They have practical implications for suggesting specific strategies for the teaching creativity of early childhood teachers.

Forecasting the Academic Performance of Freshmen College of Agriculture Students: Using Goal Orientations and Academic Efficacy as Predictors

In 2015, the United States Department of Agriculture reported that agriculture baccalaureate graduates were only expected to fill two-thirds of the available job openings. To address this need, it has become critical for colleges of agriculture to retain high-quality students. In response, universities have attempted to determine the practices to foster student success. Therefore, in this study we aimed to investigate how goal orientation factors (i.e., mastery goal orientation and academic efficacy) may influence the academic success (i.e., first semester GPA, second semester GPA) of College of Agriculture (COA) freshmen. The current investigation was grounded in goal orientation and social self-efficacy theory, which allowed us to understand self-efficacy’s influence on students’ academic performance. The findings from this study suggested that social and academic efficacy influenced the student academic achievement of COA freshmen. Therefore, it is recommended that university leaders foster self-efficacy for university agricultural students and that future research be conducted to determine the variables that describe the variance in first semester GPA and retention best.

Prescribing tailored home exercise program to older adults in the community using a tailored self-modeled video: A pre-post study.

Community rehabilitation for older people after hospital discharge is necessary to regain functional ability and independence. However, poor adherence to exercise programs continues to hinder achieving positive health outcomes in older people. This study aimed to evaluate the effectiveness of prescribing a tailored video self-modeled DVD-HEP for 6 weeks, on functional mobility, physical activity, exercise self-efficacy, and health-related quality of life, in a sample of frail older adults. A pre- and post-test intervention study design was conducted, with each participant acting as their own control. A convergent, parallel, mixed-methods approach involving quantitative, and qualitative data collection was used. Participants received an individualized assessment at baseline and subsequently were provided with a 30-min tailored 6-week self-modeled DVD-HEP that showed the physiotherapist instructing the participant. The physiotherapist phoned participants fortnightly to encourage engagement in the program and explore responses to it. Outcomes evaluated included functional mobility, balance, gait speed, and exercise self-efficacy. Participants (n = 15) showed clinically meaningful improvements at follow-up compared to baseline in functional mobility (TUGMCID = 3.4-3.5 s, 3-MWTMCID = 0.1-0.2 m/s) and gait speed (3-MWTMCID = 0.1-0.2 m/s). There were also significant improvements in balance and self-efficacy for exercise and a 2.5- and a 1.3-fold increase in moderate and light physical activity participation at follow-up compared to baseline. The deductive themes were: (i) Enjoyment, self-efficacy, and wellbeing; (ii) Achieving life goals; (iii) Background music as a motivator to adherence; and (iv) Enhanced motor performance and learning: Task goal mastery, multimodal feedback, autonomy to self-regulate learning. The new inductive theme was (v) Preference for in-person support for exercise. Future studies are warranted to compare a tailored self-modeled video HEP to face-to-face programs and other digital health modalities to evaluate older adults' adherence levels and functional improvement.

CURRICULUM MANAGEMENT STRATEGIES AND EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA

The main goal of this research was to investigate how curriculum management strategies affected the successful implementation of Universal Basic Education. Total of 712 participants were chosen using proportional random sampling from the sampled primary and junior secondary schools in North-west, Nigeria. The findings of the study demonstrated that students’ mastery goal, effective classroom instruction and evaluation all helped to improve the effectiveness of UBE implementation. Pearson product moment correlation coefficient and linear regression analysis were used to test the hypotheses. Thus, it was recommended that school managers should encourage students' mastery goal so as to help learners to better engaged in the learning process. Likewise, school managers should strive to create effective classroom instruction to help in engaging learner with concepts and process for learning. Furthermore, evaluation of curriculum and learners activities should be done frequently in order to determine learners’ competence before, during and after instruction toward effective implementation of curriculum. Keywords: students' mastery goal; effective classroom instruction, evaluation; self-efficacy; curriculum.

Predicting students' satisfaction with virtual education based on health-oriented lifestyle behaviors

The aim of this study was to investigate student satisfaction with virtual education based on their health-oriented lifestyle behaviours. The present study was a descriptive correlational study. The statistical population included all undergraduate students in engineering and psychological fields at Islamic Azad University of Shahre Rey during the second semester of 2020-2021. Of these students, 188 (93 engineering students and 95 psychology students) were randomly selected. To collect the data, an instrument for measuring satisfaction with virtual education as well as the measurement scale for health-oriented academic lifestyle behaviours (Salehzadeh et al., 2017) were used. Findings revealed that the components of a health-oriented lifestyle as a whole explain 37.4% of the variance in student satisfaction with virtual education. The relationship between health-oriented lifestyle facilitators (academic optimism, mastery goal orientation, and academic resilience) and student satisfaction with virtual education was positive and significant. The relationship between health-oriented lifestyle inhibitor components (learned helplessness and procrastination) and student satisfaction with virtual education was negative and significant. The relationship between effort withdrawal and student satisfaction with virtual education was not significant (p>0.05). There was no difference between the components of a health-oriented lifestyle and student satisfaction with virtual education according to educational groups. Accordingly, creating a resilient educational environment, trying to participate, and teaching towards meaningful and problem-based learning will prevent students from avoiding virtual education.

대학생의 미래지향시간관이 진로관여행동에 미치는 영향

The purpose of this study is to empirically verify the effects of university students' future time perspective on occupational engagement, and to investigate the mediating effect of achievement goal orientation and the moderating effects of social support. The goal is to provide information so that university students can properly respond to the uncertain job market they will face by actively engaging in potential career paths, and help individuals develop their own capabilities. To verify the research problem, an online survey was conducted on junior and senior enrolled students in a four-year-course at a university in Seoul, and a total of 332 responses were analyzed using SPSS 23.0 and AMOS 23.0 programs. The findings of this study are as follows. First, it was found that university students' future time perspective did not directly affect occupational engagement. Second, both performance goal orientation and mastery goal orientation showed completely mediating effects in the relationship between university students' future time perspective and occupational engagement. Third, the moderating effect of social support was found on the mediating effect of performance goal orientation between future time perspective and occupational engagement of university students. Regarding the mediating effect of mastery goal orientation, there was no moderating effect of social support. This study is significant in that it confirmed both performance goal orientation and mastery goal orientation, which are mediators, showed completely mediating effects.

Relationship between Adversity Quotient and Mastery Goal Orientation with Independence of Career Decision at Industry 4.0 in Vocational Students

Vocational students as prospective workers are important to have independence of career decision at industry 4.0 (Y) so that can keep up and compete with the era. Adversity quotient (X1) and mastery goal orientation (X2) are needed as aspects that support independence of career decision at industry 4.0 (Y). This study aims to determine: (1) description of Y, X1, and X2; (2) relationship of X1 with Y; (3) relationship of X2 with Y; and (4) relationship of X1 and X2 with Y. This research is an Ex Post Facto using quantitative research methods. The reliability levels of the Y, X1, and X2 variable questionnaires are 0.846, 0.872, and 0.880, respectively. The effective contribution of X1 is 33.8%, X2 is 42.8% and the relative contribution of X1 is 44.1% and X2 is 55.9%. The conclusions of this study are: (1) X1, X2, and Y levels are in the high category; (2) there is a positive and partially significant relationship between X1 and Y, X2 and Y, and X1 and X2 simultaneously with Y.

Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation

Given the extremely preeminent role of students’ learning engagement (LE) in their academic success, investigating the predictors of LE for EFL learners seems critical. Prior research has demonstrated that the external environmental factors (e.g., teacher support) and the internal motivational factors (e.g., self-efficacy, achievement goal orientation) were related to LE, yet the internal mechanism is still under-explored. Therefore, this study attempted to explore the associations between teacher support and LE and the possible underlying mechanism through which teacher support influences LE with individual motivational variables of self-efficacy and achievement goal orientation the mediators for EFL learners in China. A sample of 466 Chinese college EFL learners participated in the study. Results indicated that (1) both academic support and emotional support significantly predicted LE; (2) academic support predicted LE through the separate mediation of self-efficacy, mastery goals and performance-approach goals; whereas emotional support only predicted LE through mastery goals; (3) academic support, but not emotional support, predicted LE through the chain mediation of self-efficacy and mastery goals, self-efficacy and performance-approach goals. These results elucidated the mechanism of different teacher support on LE and provided some implications for promoting EFL learners’ engagement.

A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms

Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and student-perceived goal structures within and across classrooms is needed. Using a concurrent mixed-methods approach, we developed case studies of how three 7th-grade science teachers enacted different goal structures while teaching the same chemistry unit and how their students perceived these goal structures. Student perceptions were largely consistent with our observational analysis and suggested that a positive social climate and autonomy support are important elements of mastery goal structure. However, balancing socio-emotional support with sufficient academic rigor may be especially important for students with high levels of mastery goal orientation and self-efficacy in science. Implications for research include the need for further research linking classroom stimuli to variability in perceived goal structure, especially across students with different motivational characteristics. Implications for practice include strategies for science teachers to promote perceptions of a mastery goal focus in students, particularly through feedback and recognition practices.

Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: A latent change score approach

Motivation plays a central role in faculty members’ professional lives—with achievement goals having been found to have important links with their burnout/engagement and performance. However, the few studies investigating these links were cross-sectional and considered only one of the two equally important work domains of faculty members. In the present research, we analyze the temporal relationships between achievement goals and burnout/engagement as well as performance and investigate domain specificity of goal pursuit by considering goals for teaching and for research. We conducted a longitudinal study (4 measurement points across two years) including 681 German faculty members. Multivariate Latent Change Score modeling attested that in both domains, mastery-approach goals were positively related to subsequent development of performance, while performance was also positively related to subsequent development of mastery goals, creating a double positive loop. Performance goals and work-avoidance goals were differentially associated with performance in both domains, indicating that the effects of goals can be bound to different contextual features. For overall burnout/engagement, our results implied that primarily research goals mattered for its development (with performance-avoidance and work-avoidance goals being risk factors), while high burnout levels were associated with subsequent reduction of adaptive mastery-approach goals in both domains. This highlights the relevance of achievement goals for burnout/engagement and performance of faculty and illuminates their complex temporal dynamics that can also meaningfully inform achievement goal research in other contexts.

Social goals as predictors of children's in vivo emotional responses to social challenges.

This study examined the role of social goals in shaping children's in vivo emotional responses during a challenging dyadic peer interaction. In all, 132 children (Mage =9.46 years, SD=0.33; 50% girls; 72% White) participated in a dyadic social challenge (conflict-of-interest situation) and reported their social goals and emotions during the task, and observers coded child emotions and dyad negativity. Mastery goals predicted more positive emotions unless interactions were highly negative. Performance-avoidance goals predicted more negative emotions, particularly in the context of negative interactions and disappointing outcomes. Performance-approach goals predicted less negative displayed emotions but more negative self-reported emotions. Findings provide novel insights into how context-specific social goals contribute to affective social competence during peer interactions.

Type of goals and perceived control for goal achievement over time. The mediating role of motivational persistence

This study tested how type of goals (i.e., performance and mastery goals) influence perceived control for goal achievement over time (i.e., after 12 months) while controlling for motivational persistence, gender, self-efficacy, initial perceived control, emotional involvement, and perceived difficulty. Goals and self-reported data from 1220 students were analyzed. Comparative test indicated that students describing a mastery goal display more motivational persistence and more perceived control for goal achievement, compared to those describing a performance goal. Type of goals directly and significantly predict perceived control of goal achievement at 12 months. Motivational persistence directly, positively, and significantly predicts perceived control of goal achievement at 12 months. In addition, motivational persistence positively and significantly mediates the relation between type of goals and perceived control of goal achievement at 12 months. Results support a partial mediation model.

School and career future time perspective and academic-related outcomes in early adolescence: are mastery goals mediators?

This study evaluated the relations between adolescents’ school and career future time perspective and their academic-related outcomes (i.e. grades, learning problems, and task orientation) and whether mastery goals are mediators of these relations. Romanian adolescents (N = 229, 59% girls) completed questionnaires assessing future orientation, mastery goals, and learning problems. Teachers rated the students’ task orientation levels. Students’ grades were collected from school registers. Early adolescents who reported higher future orientation towards school and career also had better academic outcomes. Furthermore, early adolescents who reported higher mastery approach goals reported fewer learning problems, whereas those who reported higher mastery avoidance goals had lower grades and higher learning problems. Mastery approach goals mediated the relation between future time perspective and academic-related outcomes. Our findings extend the knowledge about the relations between future time perspective, mastery goals, and academic-related outcomes in early adolescence.