Mastery Goal Orientation Research Articles

Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals.

This study explores the relationships among classroom climate, growth mindset, achievement goal orientation, and student engagement in the context of English as a foreign language (EFL) education in China. The study aims to understand how these factors interact to influence student engagement and motivation in EFL learning. Data were collected through a questionnaire administered to 587 Chinese undergraduate EFL students. The questionnaire assessed students' perceptions of classroom climate, growth mindset, achievement goal orientation, and engagement. Structural equation modeling (SEM) was utilized to examine the relationships among these variables. The SEM analysis revealed significant positive correlations among classroom climate, growth mindset, achievement goal orientation, and student engagement. Both classroom climate and growth mindset were found to directly and positively predict student engagement. Additionally, achievement goal orientation mediated the relationships between both classroom climate and student engagement, and between growth mindset and student engagement. The findings underscore the interconnectedness of classroom climate, growth mindset, and achievement goal orientation in shaping student engagement in EFL education. These results suggest that fostering a positive classroom climate and promoting mastery-oriented goals can enhance student motivation and contribute to more effective language acquisition. Practical implications for EFL educators are also discussed.

The Decline in Mastery Goal Orientation and Person-Environment Fit and the Preventive Effect of Classroom Community: Examining Transitions Using Latent Growth Curve Modelling

<p style="text-align:justify">Students’ mastery goal orientation tends to decline over the course of compulsory school, especially after the transition to lower secondary school. According to stage-environment fit theory, secondary school is less accommodating to students' needs, interests, and abilities than primary school. In consequence, the perceived person-environment fit declines as well. It is assumed that a strong sense of classroom community in primary school can counteract a potential decline in both of these important individual aspects. Using data from the Swiss longitudinal research project WiSel (“Wirkungen der Selektion”; “Effects of Tracking”), we conducted a latent growth curve model (LGCM) to examine the correlation between the development of students' mastery goal orientation and the development of their person-environment fit during the transition from primary school to lower secondary school. Perceived classroom community was assumed to benefit from these developments. The results show that both mastery goal orientation and person-environment fit decrease during the transition to lower secondary school. A strong sense of classroom community in fifth grade leads to a smaller decline in both constructs. Implications for educational practice are discussed.</p>

<p>How to Promote Honest Learning Outcomes in Online Education: Understanding Achievement Goal Orientation and Self-Efficacy</p>

Introduction. This study aimed to investigate the relationship between Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty among college students during online learning. Method. A total of 238 students from students colleges in Indonesia completed an online questionnaire consisting of scales measuring Achievement Goal Orientation, Self-Efficacy, and Academic Dishonesty. The data were then analyzed using hierarchical regression analysis. Results. The results showed a significant relationship between Mastery goal orientation (approach-avoidance) Performance avoidance orientation and Academic Dishonesty. Additionally, a significant relationship was found between Self-Efficacy and Academic Dishonesty, with students who had lower Self-Efficacy being more likely to engage in Academic Dishonesty compared to those with higher Self-Efficacy. Hierarchical regression analysis also revealed that Mastery goal orientation, Performance goal orientation, and Self-Efficacy together predicted Academic Dishonesty in college students during online learning. Discussion and Conclusion. This study concludes that Achievement Goal Orientation and Self-Efficacy are important factors that influence Academic Dishonesty in college students during online learning. These findings may contribute to the development of more effective online learning programs that encourage students to achieve honest and high-quality learning outcomes.

Factors influencing career adaptation: The positive effects of mastery goal orientation, social support, and vocational decision self-efficacy

In the highly competitive employment environment, most college students have left their jobs for a short time after employment, and attention should be paid to students’ career adaptation. However, the further influence of skilled goal orientation, social support and career-determined self-efficacy on college students’ career adaptation needs to be confirmed. This study analyzes the effects of these factors on college students’ career adaptation. This study aims to analyze the impact of mastery goal orientation, social support, and vocational decision self-efficacy on career adaptation among 224 university students in East China. The results indicated that university students generally exhibit positive levels of mastery goal orientation, social support, vocational decision self-efficacy, and overall career adaptation. Female students demonstrate higher levels of mastery goal orientation, social support, vocational decision self-efficacy, and career adaptation compared to male students. As students progress in their academic years, their levels of mastery goal orientation, social support, vocational decision self-efficacy, and career adaptation tend to increase. Students majoring in humanities and social sciences have higher level than students majoring in science and engineering in all factors. Students majoring in humanities and social sciences exhibit more optimism in all factors compared to students in science and technology fields. The relationships among these factors show positive correlations. Mastery goal orientation, social support, and vocational decision self-efficacy all have positive effects on career adaptation. Among these, family support stands out as the most influential subordinate factor of social support on career adaptation. The most influential subordinate factor of vocational decision self-efficacy on career adaptation is conscious decision-making. Therefore, male, lower grade, science and engineering college students are the groups that need to be paid attention to in improving career adaptation. Skilled goal orientation, family support and conscious decision making have a better effect on the improvement of career adaptation. These results can provide important reference information for universities, counselors and college students in the training of career planning, and theoretically enrich the relevant research on college students’ career adaptation, and provide certain enlightenment for future researchers.

Goal Orientation as a Predictor of Perceived Physical Literacy Among Fitness Participants: An Application of the Achievement Goal Theory

This study investigates the relationship between exercise goal orientation and perceived physical literacy among fitness center members, grounded in the Achievement Goal Theory. This study posits that goal orientation significantly influences how individuals engage in fitness activities, thus impacting their intrinsic motivation and physical literacy. Using a cross-sectional design, data were collected from 393 participants via an online survey that assessed their goal orientation and perceived physical literacy. Statistical analyses included the normality test, independent sample t-test, analysis of variance (ANOVA), and regression analysis. The findings indicate that mastery-oriented goals, which focus on personal growth and competence, are significant predictors of higher perceived physical literacy than performance-oriented goals that emphasize external validation. The study also identified notable demographic differences: younger individuals and those who frequently exercise exhibit stronger mastery orientations and higher levels of perceived physical literacy. Specifically, younger participants (18-24 years) reported higher confidence and knowledge in physical literacy than older participants (35 and above). Additionally, male students score higher on the perceived knowledge component of physical literacy than female students. Frequent exercisers (4 or more times per week) demonstrate higher levels of both goal orientation and perceived physical literacy. These insights underscore the need for tailored interventions that promote mastery goals while fostering lifelong engagement in physical activities. By bridging existing research gaps, this study contributes to the development of more effective fitness programs that enhance health and well-being through personalized approaches that account for individual differences in motivation and literacy.

How learners’ achievement goal motivation influences their metacognitive skills in online social annotations context?

ABSTRACT Online learning requires high self-regulated abilities facilitated by metacognitive skills. Achievement goal motivation impacts metacognition, but their relationship in online learning contexts lacks consensus. One of the components of achievement goal orientation is mastery goal orientation which focuses on learning and self-improvement. The other component, performance goal orientation, emphasises demonstrating competence. This quantitative study collected questionnaire and behavioural log data from 39 learners and examined the interplay between achievement goal motivation and metacognitive skills within an online social annotation environment. Findings revealed that mastery goal orientation positively correlated with metacognitive planning and regulation, while performance goal orientation was predominantly associated with metacognitive regulation. Neither goals significantly correlated with metacognitive monitoring. Cluster analysis indicated that ‘balanced achievers’ with higher performance goal orientation may play a pivotal role in promoting social cognition. These insights deepen understanding of motivating learners and creating effective online learning approaches by leveraging the influence of achievement goal motivation on metacognitive strategies.

Developmental relations of achievement goals and affect in physical education

ObjectiveThis study aimed to examine the developmental relationships between achievement goals and affect in school physical education. MethodThe study sample comprised 1063 (girls 546) Finnish Grade 6 students (M = 12.27 years ± 0.33 at the beginning of the study). The participants in the study were asked to provide annual assessments about their perceptions of achievement goals, enjoyment, and anxiety. The assessments were conducted four times over three consecutive years. ResultsThe results indicated that mastery-approach goals were positively associated with enjoyment (between-level), whereas both mastery-avoidance and performance-avoidance goals were positively associated with anxiety (between-level). Additionally, the associations between repeated measures (within-level) of mastery-approach goals and enjoyment were similar each year, whereas mastery- and performance-approach/avoidance goals were consistently associated with anxiety within the same year. Girls reported lower performance-approach goals and enjoyment but higher mastery-avoidance goals and anxiety than boys. ConclusionThe findings suggest that mastery approach goals exhibit a positive correlation with favorable affective reactions, while performance-avoidance goals demonstrate a connection with maladaptive responses. Physical education teachers should endeavor to establish mastery-oriented goals for their students from the outset of the educational process.

Not easy to get off track: Motivational trajectories of learners completing a non-formal online course

Non-formal learning is becoming increasingly important in everyday life. Both the availability of open online learning opportunities and the number of participants in online courses continue to grow. Initially learners report high levels of motivation, but completion rates tend to be low. In the present study, we examined motivational trajectories of learners completing a non-formal online course. To this end, 450 learners of 49 open online courses offered by Bavarian universities completed up to three online questionnaires throughout the course. First, we used latent profile analysis to explore motivational trajectories within five subtypes of situational motivation, which resulted in four different motivational profiles. However, all profiles were characterized by remarkable stability over time, and differences only in the actual levels of the five motivational subtypes. Second, we used bivariate latent change score models to focus on differences of change in intrinsic motivation when analyzing simultaneously with situational interest. In addition, we considered self-regulation and mastery goal orientation as predictors of change in motivation. For intrinsic motivation there was only a small mean change and compensating effect from T1 to T2. We discuss the findings in the light of the fact that there are high dropout rates in non-formal online courses and offer practical advice on how to better address non-completers in future research.

Effect of Students’ Perceived Mastery Goal Orientation on Engagement in Chinese Rural Schools: Mediator Role of Grit

Effect of Students’ Perceived Mastery Goal Orientation on Engagement in Chinese Rural Schools: Mediator Role of Grit

Students’ mastery goal orientation, academic achievement and education-to-employment transition attitudes. Evidence from 30 countries

The study aims to seek an answer to the question of whether it is justified to introduce the construct of mastery goal orientation into the discussion of soft skills standards in education in terms of its relevance to students’ success in school and to youths’ education-to-work transitions, thereby becoming a prerequisite for social inequalities mitigation. Methods: The analysis is done in two stages. In the first stage multilevel binary regressions with PISA 2018 microdata in 30 countries are applied to model the relationship between the predictors (mastery goal orientation, social status, academic achievement, self-efficacy and attitudes towards school and learning) and the outcome variables education-to-employment transition attitudes. In the second stage, descriptive comparative analysis for 19 countries is done to explore the relation between academic achievement, mastery goal and actual education-to-employment transition regimes. Results: Modelling confirms that, at the individual level, lower social background predicts shorter school-to-work transition attitudes, as well as transition avoidance attitudes, while higher social status is associated with attitudes towards longer career transition. Mastery goal orientation as a disposition contributes to attitudes toward extended education-to-employment transitions that go through obtaining a higher degree, thus moderating the impact of social status on attitudes toward transition. Furthermore, mastery goal orientation is found to inhibit the emergence of attitudes toward short transition and transition avoidance. Mastery goal orientation has the strongest associations compared to the other predictors in the models with the transition attitudes. The observations provide reasons at least to introduce the mastery goal orientation into the discussion about standards in education. Further research is needed to validate how attitudes toward transitions translate into actual transition regimes and what is the role of mastery goal orientation along with social status and educational attainment in this process.

Parental Psychological Control and Adolescent Academic Achievement: The Mediating Role of Achievement Goal Orientation.

This study examined the multiple mediating roles of achievement goal orientation between three parental psychological control (PPC) strategies and adolescents' academic achievement. The study sample consisted of 2613 Chinese middle school adolescents (52.6% boys) who were followed for one and a half years; they completed questionnaires on PPC (including love withdrawal, guilt induction, and authority assertion), achievement goal orientation (involving the mastery approach, the performance approach, and performance-avoidance goals), and academic achievement. We found that (1) the direct effects of the three strategies on academic performance differed, with love withdrawal directly and negatively predicting adolescents' academic achievement and guilt induction and authority assertion not being significant direct predictors. (2) The mediating role of achievement goal orientations differed across the psychological control strategies. Specifically, love withdrawal led to adolescents' academic achievement through their performance-approach goal orientation, performance-avoidance goal orientation, and mastery goal orientation. Moreover, guilt induction and authority assertion had impacts only on adolescents' performance-approach and performance-avoidance goal orientations. This study highlights the negative impact of love withdrawal on adolescents' internal motivation and academic achievement by warning parents not to use this strategy to influence their children's thoughts and feelings.

Basic counseling skills in psychology and teaching: validation of a short version of the counselor activity self-efficacy scales

BackgroundCounseling self-efficacy is a relevant measure to examine trainees’ beliefs about their counseling skills. This study aimed to validate three scales of the revised German version of the Counselor Activity Self-Efficacy Scales (CASES-R) measuring basic counseling skills. To ascertain the scales’ sensitivity to change, counseling self-efficacy was assessed before and after specific training.MethodThe sample comprised 163 university students enrolled either in psychology or education. Students were examined before and after participating in training focusing on basic counseling skills. We applied confirmatory factor analysis and tested internal consistency, convergent validity, and criterion validity.ResultsConfirmatory factor analysis supported the three-factor structure of the CASES-R scales for basic counseling skills. The scales provided acceptable to good internal consistency (α = 0.77 − 0.87). Significant relations with general self-efficacy (r =.23, p <.01) provided first indication for convergent validity. We also found a significant correlation of the CASES-R with positive affect (r =.22), and significant correlations of some subscales with empathetic concern (r =.16 −.21) and mastery goal orientation (r =.16), overall supporting criterion validity. The CASES-R scales proved to be sensitive to change, as participants’ scores were higher after (M = 6.18, SD = 1.05) than before (M = 5.37, SD = 1.16) counseling training (F(1, 309) = 42.27, p <.001).ConclusionWe found support for the proposed factor structure and reliability of the German version of the three CASES-R scales, indicating its suitability for use in basic counseling settings. Future research should further examine the scales’ validity.

General Self-Efficacy Associations with Personality and Motivation: Psychometric Properties and Measurement Invariance of the Polish New General Self-Efficacy Scale

This study aimed to determine the validity and reliability of the Polish version of the New General Self-Efficacy Scale (NGSE). In four different samples (N = 1,837), adult respondents completed the Polish version of NGSE (NGSEpl) in combination with questionnaires assessing personality, motivation, and behavioral tendencies. Confirmatory factor analysis demonstrated a good fit for the one-factor structure. Cronbach's alpha was above .87 in all samples, and the stability of the scale was .68. Measurement invariance of NGSEpl calculated for different age groups confirmed that the scale measures the same construct in both samples. NGSEpl scores were positively related to the frequency of active coping strategies, mastery-goal orientation, and Big Five model traits and negatively to passive coping strategies. Results supported the reliability, stability, and validity of the NGSEpl.

예비유아교사의 진정성이 소명의식, 숙달목표성향 및 학업크래프팅을 매개로 학문적 창의성에 미치는 영향

This study examined the effects of cognitive psychological factors that affect preliminary early childhood teachers’ scholarly creativity and the mediating effects of calling, mastery goal orientation, and study crafting in the relationships between authenticity and scholarly creativity. The participants were 220 preliminary early childhood teachers at G university in G area of South Korea. We measured the authenticity, calling, mastery goal orientation, study crafting, and scholarly creativity of preliminary teachers. The collected data were analyzed using the structural equation modeling. The results showed that authenticity of preliminary early childhood teachers significantly influenced calling and mastery goal orientation, and their calling significantly influenced mastery goal orientation and study crafting. The effect of mastery goal orientation on study crafting and the effect of study crafting on scholarly creativity were significant. In addition, the effect of preliminary teachers’ authenticity on scholarly creativity successively mediated by calling and study crafting were significant. The effect of their authenticity on scholarly creativity successively mediated by mastery goal orientation and study crafting were also significant. Finally, preliminary teachers’ authenticity significantly influenced scholarly creativity successively mediated by calling, mastery goal orientation, and study crafting. Academic and practical implications and directions for future study were suggested.

The impact of goal assignment in a game‐based learning environment

AbstractBackgroundGoal setting has been established in the literature as a critical component of self‐regulated learning and for effective problem‐solving. Yet, surprisingly little attention has been focused on goal‐directed behaviour in digital game‐based learning environments (GBLEs) despite their expanding use in educational contexts.ObjectivesThe current study examined the impact of goal assignment in a GBLE aligned with curricular objectives and played in a classroom context.MethodsEighth‐grade students (N = 59) in the experiment were randomly assigned to either a mastery goal condition or a performance goal condition before playing Crystal Island—Outbreak. Goal orientation was measured before gameplay, monitoring judgements assessed during gameplay, and enjoyment was measured after game play.Results and ConclusionsTwo important results emerged that contribute to the existing literature on goals and GBLEs. First, assignment to the mastery goal condition resulted in significantly higher enjoyment ratings and monitoring judgements but not game performance while considering the influence of pre‐existing goal‐orientation. Second, self‐reported mastery goal orientation and videogame play frequency predicted enjoyment in the game.ImplicationsThe results suggest that enjoyment can be facilitated by orienting students to adopt mastery goals and that developers should consider integrating mastery‐based instructions in their GBLEs. Moreover, instructional goals can influence students regardless of incoming goal orientations.

Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards

AbstractWe investigated how learners' motivation impacts the testing effect for complex study materials. High mastery goal orientation was expected to weaken the effect, while external rewards for successful retrieval practice were expected to strengthen it. Two experiments (N = 191) compared restudy, retrieval practice, and retrieval practice with external reward in a between‐subject design. We assessed delayed retention after 1 week. Both experiments revealed a testing effect. Learners' mastery goal orientation moderated the effect in both experiments. It was strong in students with low mastery goal orientation and absent in those with high mastery goal orientation. The external reward failed to enhance the testing effect in Experiment 1, but boosted it in Experiment 2 with more specific criteria for “successful retrieval practice.” In Experiment 2, the reward increased students' retrieval practice effort, improving delayed retention. These results suggest that students' motivation to practice retrieval and to restudy are important boundary conditions for the testing effect.

Talent Development Programs for Secondary Schools: Implementation and Evaluation of a Model School

A school profile of talent development including model classes has been implemented at BG/BRG Keimgasse. This paper evaluates the impact of the actions taken by the school and compares the effects of both the model classes and the regular classes, with a school without a special focus on talent development. The aim of this study was to investigate the influence that the change in profile and teaching strategies had on both types of classes. This was conducted through initial qualitative interviews, followed up by quantitative questionnaires. It was found that the model classes had significantly higher scores in terms of school satisfaction, class climate, self-efficacy, mastery goal orientation, and in hope of successes, as well as scoring significantly lower on classroom pressure. This was achieved while shortening the education for the model-class students by one year and adding extracurricular activities. When comparing the regular classes at BG/BRG Keimgasse with classes from a regular school, the scores differed only slightly. This suggested that the concepts integrated at BG/BRG Keimgasse were successful in catering to the gifted students, without compromising the quality of the regular education.

A Rasch Analysis of Achievement Goal Orientation Scale in Language Education Context

Motivation plays a crucial role in determining students’ academic achievement. An important aspect of motivation is student achievement goals or Achievement Goal Orientation. The trichotomous model of Achievement Goal Orientation has been widely used: Mastery Goal Orientation, performance approach Goal Orientation, and Performance-Avoidance Goal Orientation. Educators must be familiar with the orientation students adopt, as it shapes their approach during teaching and learning. This paper examines the validity and reliability of Achievement Goal Orientation in a language education context. One hundred twenty-three secondary school students attended the survey, involving 55 (44.7%) males and 68 (55.3%) females. The instrument was adopted from Elliot and Church's Achievement Goal Orientation Questionnaire (1997) and was modified into the language domain. The initial version of the instrument consisted of 20 items, while the final version, after modification, consisted of 13 items. The Rasch Measurement Model was used to validate the instrument. All the psychometric properties confirmed the validity and reliability of the instrument. Rasch analysis revealed that the scale showed strong evidence of validity and reliability in the language education setting. It is suggested that language teachers and experts use the scale to improve language learners' performance. The findings of this study may be tested in other fields of study to get more robust validation results for further validation of the scale.

THE IMPACT OF MASTERY GOAL ORIENTATION IN MODERATING CREATIVE SELF-EFFICACY ON FEEDBACK RECEIVED FOR IMPROVING INNOVATIVE WORK BEHAVIOR AND CREATIVE PERFORMANCE IN INDONESIAN TEACHERS

Creativity is an important characteristic that must be possessed by teachers to be able to solve various problems in the world of education with the aim that learning can be achieved optimally. Apart from the talent that has been possessed since birth, creativity can also be presented by several factors. External factors, namely the role of feedback and internal factors, namely creative self-efficacy, innovative work behavior, and mastery goal orientation. The purpose of this research is to identify the influence of creative self-efficacy, innovative work behavior, and creative performance which is moderated by feedback and mastery goal orientation for all teachers in Indonesia. This study was designed using a purposive sampling method involving 265 teachers of Vocational High Schools (SMK) in Indonesia with various subjects and with at least 1 semester of teaching experience. Data were analyzed using Structural Equation Model (SEM) with SmartPLS 3.2.9. Some of the findings in this study are that creative self-efficacy and innovative work behavior have an influence on creative performance. Feedback also has a moderating effect on the relationship between creative self-efficacy and creative performance variables. However, there is no moderating effect on the mastery goal orientation variable which links feedback to creative performance

The Road to Mastery: An Analysis of Goal Orientation in the Transition from Medical School to Surgical Residency

Goal orientation (GO) is a psychological construct which describes an individual's intrinsic motivation for learning in terms of mastery and performance goals. Mastery goals relate to the intrinsic drive to learn for the sake of learning, while performance goals are oriented toward validating one's own competence by seeking favorable judgments (Performance Approach; PAP) or avoiding negative judgments (Performance Avoid; PAV). Having a mastery GO has been shown to improve overall job satisfaction as well as optimize job performance. We therefore aimed to examine how GO changes during the transition to residency, which is a notoriously challenging period in medical education, and identify interventions that can increase mastery of GO. The validated Goal Orientation in Surgical Trainees (GO-ST) instrument was administered to incoming surgical interns (n = 19) during orientation in a single, university-based program and again at 3 months into the internship. The perceived stress scale (PSS) was also administered at 3 months. Focus groups were used to assess resident perceptions and identify interventions at the end of the 3-month period. Eighteen interns (95%) completed a baseline GO-ST assessment and the 3-month follow-up, including the PSS. Mastery GO decreased from orientation to 3-month follow-up for the entire cohort, but this was not significant (3.89-3.63; p = 0.19). Preliminary interns showed a significant increase in PAV orientation after 3 months (3.28-3.67; p = 0.04) and had significantly lower mastery orientation scores at this time (4.07 vs 3.19; p = 0.02). PSS was significantly higher in preliminary interns at 3 months (18.56 vs 11.89; p = 0.04). Those who were predominantly mastery oriented had significantly lower perceived stress scores (11.64 vs 20.10; p = 0.002) compared with those that had performance goal orientations (PAP and PAV). Five interns (28%) participated in focus groups-identifying pertinent themes: 1) Perceptions of competence, 2) Training security; 3) Feedback approach, 4) Expectations of competence, and 5) Approaches to growth. Mastery GO declines during the transition to surgical residency. Maladaptive PAV orientation increases in preliminary interns due to different short-term priorities and assumptions of competence. Expectations and perceptions of intern competence by senior residents and attendings have a large impact on intern GO. Identifying interventions that optimize mastery goal orientation and minimize performance avoid orientation will potentially minimize intern stress, thereby improving both well-being and clinical performance.