Performance-avoidance Goal Orientation Research Articles

The relationship between future orientation and academic anxiety: the mediating role of achievement goal orientation and sex difference

ABSTRACT Due to the prevalence of academic anxiety among primary school students and its long-term effect on the physical and mental health, researchers have carried out a lot of research on it. According to the control-value theory of achievement emotions, this cross-sectional study sought to explore the relationship between students’ future orientation and academic anxiety, to reveal the mediating effect of achievement goal orientations, and to test gender difference. A total of 5,330 students in grades 4–6 from 8 primary schools in China were included in the questionnaire-based investigation. The results showed that (1) girls’ academic anxiety, master-avoidance, and performance-avoidance goal orientations were significantly higher than those of boys, while performance-approach goal orientation was significantly lower than those of boys; (2) future orientation significantly positively predicted academic anxiety; (3) achievement goal orientation played a mediating role between future orientation and academic anxiety; and (4) there was a significant gender difference in this mediating effect. The four areas of achievement goal orientations have a complete mediating effect on academic anxiety for boys, but the master-approach and master-avoidance goal orientations play a partial mediating role between future orientation and academic anxiety for girls. This study contributes to deep understanding of academic anxiety among Chinese pupils, and implications for academic emotions research and educational practice.

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.

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.

Fighting the War for Talent: Examining a Multi-level Model of Talent Inducement, Work Engagement, and Creativity in Teams

AbstractIntegrating the literature on talent management and teams, and drawing upon the signaling theory as the overarching framework, we investigated the moderated indirect effects of talent inducements on employee creativity via employee work engagement in teams. Empirical data from matched leader-members indicated that team talent inducement was positively related to member work engagement, which was then positively associated with team and member creativity. In addition, individual learning and performance-approach goal orientation positively moderated this indirect relationship, whereas individual performance-avoidance goal orientation negatively moderated this indirect relationship. Together, these results illuminate a cross-level influence process of team talent inducements on creativity and individual goal orientations as boundary conditions.

The Role of Goal Orientations and Communication Strategies in Willingness to Communicate in EMI Classrooms

Background: In English-medium instruction (EMI) classrooms, goal orientations, strategies, and communication play pivotal roles in facilitating effective learning. Achievement goal orientations (AGOs) guide and control learner competence-relevant behavior in academic performance. Communication strategies (CSs) are communication aids for learners to cope with problems or breakdowns while speaking the target language. Strategic competence is an indispensable affective-cognitive factor that promotes learners’ willingness to communicate (WTC) in a target language.
 Purpose: This study aims to investigate the role of AGOs and CSs in predicting WTC and the effect of English proficiency on AGOs and CSs in EMI classrooms.
 Methods: An online questionnaire survey regarding the perception of AGOs, CSs, and WTC was conducted with 595 university students taking one EMI course in social science and humanity domains in Taiwan. The items were on a 6-point Likert scale ranging from ‘strongly disagree’ to ‘strongly agree’. Hierarchical multiple regression was adopted to predict WTC in EMI classrooms. One-way between-group MANOVAs were adopted to examine the individual and joint effect of English proficiency on the AGOs and CSs.
 Results: The hierarchical multiple regression model showed that task goal orientations and social affective strategies strongly and positively predicted the university students’ WTC in the EMI classroom. Performance-avoidance goal orientations and message reduction and alteration strategies were found to negatively predict WTC in EMI settings. Students’ English proficiency neither predicted their WTC nor affected their AGOs in the EMI classroom. High-proficiency students adopted accuracy-oriented, fluency-oriented, and negotiation for meaning while speaking strategies more frequently than low-proficiency students.
 Conclusion: It is suggested that a supportive and dynamic classroom environment with higher-order learning tasks involving cooperation, reflection, and objective assessment criteria can be incorporated into EMI programs. Besides, instruction in CSs and the use of multimedia teaching aids can facilitate EFL learners’ comprehension of subject-specific materials and encourage them to engage more in EMI classrooms.

Facades of conformity and cyberloafing: a moderated mediation model

PurposeDespite previous research highlighting the consequences of facades of conformity (FOC) on attitudes, emotions and feelings, little is known about their negative effects on behaviors. This study draws on the job stress process model to examine the association between FOC and cyberloafing and explores how anxiety functions as an underlying mechanism affecting cyberloafing.Design/methodology/approachA total of 185 employees from Chinese organizations participated in a two-wave questionnaire survey.FindingsThe study found a positive relationship between FOC and cyberloafing and noted that anxiety mediates this relationship. The research also identified that performance–avoidance goal orientation moderates the relationship between FOC and anxiety, as well as the indirect effects of the FOC–cyberloafing relationship via anxiety.Practical implicationsThe research findings demonstrate that FOC is positively associated with anxiety and cyberloafing. The disruptive nature of FOC in the workplace has been revealed. Furthermore, this study provides valuable suggestions for managers on how to reduce employee FOC and cyberloafing.Originality/valueUsing the job stress process model, this study investigates whether (main effect), how (a mediating mechanism) and when (boundary condition) FOC drives cyberloafing, deepening the understanding of the relationship between FOC and cyberloafing.

리더십발휘동기의 선행요인

Recently, a social trend termed “leadership phobia”, which refers to a phenomenon characterized by avoiding leadership roles, has received coverage in South Korea. This trend, indicating a decreased motivation to lead, calls for further studies on the antecedents of motivation to lead. Therefore, the primary purpose of this study is to identify individual- and team-level factors that influence motivation to lead and test their main effects as well as interaction effects. Specifically, we focus on individual goal orientation and team individualism. In this context, we distinguish between three different types of goal orientation: learning goal orientation, performance prove goal orientation, and performance avoid goal orientation.
 We conducted a paper-and-pencil survey among 222 team members from 43 teams in a large company in South Korea and employed hierarchical linear modeling to test our hypotheses. Our findings revealed that both learning goal orientation and performance prove goal orientation positively influenced motivation to lead. Conversely, performance avoid goal orientation exhibited a negative association with motivation to lead. Interestingly, contrary to our initial prediction, team individualism did not demonstrate any significant main effect on motivation to lead.
 Among the cross-level interaction effects between the three types of goal orientation and team individualism, we found that the interaction between performance prove goal orientation and team individualism was statistically significant, aligning with our expectations. Specifically, for team members with a high level of performance prove goal orientation, team individualism had a detrimental effect on motivation to lead. Conversely, for team members with a low level of performance prove goal orientation, team individualism had a positive effect on motivation to lead.
 However, our hypothesis suggesting that learning goal orientation would amplify the negative impact of team individualism on motivation to lead was not supported. Surprisingly, learning goal orientation weakened the negative effect instead. On the other hand, the interaction between performance avoid goal orientation and team individualism did not yield any significant findings.
 These results have important theoretical and practical implications, which are discussed further in this study.

Perceived parental involvement influences students' academic buoyancy and adaptability: the mediating roles of goal orientations.

Academic buoyancy and adaptability (i.e., student capacities to deal with difficulties and challenges in daily school lives and to make appropriate cognitive, behavioral as well as affective adjustments in interacting with new, uncertain, and/or changing situations, circumstances, and conditions) can help learners regulate and protect themselves in the failure-prone learning environment. This study examined how students' perceptions of parental academic involvement and their goal orientations were related to their academic buoyancy and adaptability in mathematics learning. We recruited a sample of 1,164 Chinese junior high school students. Using structural equation modeling, the results indicated that after controlling for family socioeconomic status and gender, perceived parental involvement was positively related to the students' academic buoyancy and adaptability. Furthermore, parental involvement was significantly associated with students' mastery and performance-approach goal orientations, which further partially mediated the relationship between parental involvement and academic buoyancy and adaptability. However, the mediating role of a performance-avoidance goal orientation in this relationship was not significant. Findings highlight the important roles that parenting practices and individual achievement motivation play in the development of academic buoyancy and adaptability in the Chinese context. Future research directions and implications are discussed.

How does collective moral judgment focus on the self-induce deviant behavior of construction workers? A multilevel investigation

PurposeThe deviant behavior (DB) of construction workers has always been a troubling event in project management. Although scholars continue to search for the main causes of this behavior to curb it at the source, the authors know less about the role and contribution of the team. This study aims to uncover the mechanisms and conditions under which collective moral judgment focus on self (CMJS) effectively enhances DB.Design/methodology/approachAdopting Chinese construction enterprises as samples, a hierarchical linear model (HLM) is used to test the results of the hypothesis. Moderated mediating effects are used to analyze the potential mechanisms and boundary conditions of DB.FindingsThe results of the HLM analysis show that CMJS could directly and significantly induce DB, and moral disengagement (MD) plays a mediator role in this association. In addition, the positive relationship between MD and DB is stronger when performance-avoidance goal orientation (PaGO) or overqualification (Overq) is higher.Research limitations/implicationsThe conditions and mechanisms that influence DB are not unique. Future study could examine the explanatory and weighting mechanisms of DB from other perspectives or to construct a framework and summarize the factors that may influence DB.Practical implicationsThis study provides a rich theoretical basis for the prevention and correction of construction workers' DB in Chinese construction firms from the perspective of CMJS. In addition, objective moral judgments contribute to guiding employees' moral cognitive processes and positive work.Originality/valueThis study extends existing research on DB and advances the practical outcomes of construction project governance. It not only illustrates that CMJS has a direct impact on DB but also clarifies the mechanisms and conditions that predispose to the generation of DB, filling the research gap on construction workers' DB from cross-level mechanisms and also enriching the theoretical system for preventing this behavior.

Research on the Relationship Between the Achievement Goal Orientation and the Academic Help-seeking

This research employed the questionnaire method to investigate the relationship between achievement goal orientation and academic help-seeking among 477 college students. The results indicate that: (1) Students with mastery approach, mastery avoidance, and performance approach goal orientations are more likely to engage in instrumental help-seeking, while students with performance avoidance goal orientation tend to engage in executive and avoidant help-seeking; (2) There is a significant difference between male and female students in instrumental and avoidant help-seeking; (3) Help-seeking behavior is determined by multiple goal orientations.

The impact of adolescent achievement goal orientation on learning anxiety: The mediation effect of peer interaction.

Learning anxiety is one of the most critical emotional disturbances, which also has a high incidence rate in adolescents. Peer interaction is critical and unique for adolescents. Although previous studies have found that achievement goal orientation has an important role in the development of learning anxiety, its mechanism has not been clarified. This study surveyed 470 adolescents (191 middle school students and 279 high school students; 211 boys) and established a structural equation model to explore the mediating role of peer interaction in the influence of achievement goal orientation on learning anxiety. Results showed that (1) there were significant gender differences in mastery-avoidance goal orientation, peer interaction, and learning anxiety, and there were grade differences in performance-approach goal and performance-avoidance goal orientations; (2) mastery-approach, mastery-avoidance, and performance-avoidance goal orientations directly predicted learning anxiety; and (3) social anxiety in peer interactions had a mediating effect on the influence of mastery-approach, mastery-avoidance, and performance-avoidance goal orientations on learning anxiety. The findings extend theoretical considerations by teasing out the process of peer interaction affecting the relationship between achievement goal orientation and learning anxiety. Additionally, the results have practical implications for the effective use of peer interaction to reduce learning anxiety.

Job search in a difficult labour market: linking goal orientation to job search strategies and outcomes with the moderating role of self-control.

This study addresses how goal orientation relates to different job search strategies to increase the chance of finding employment and quality jobs. We integrate the goal orientation theory with self-control to examine how the orientation of goals (i.e., performance-prove goal orientation (PPGO), performance-avoid goal orientation (PAGO) and learning goal orientation (LGO)) are associated with job search strategies (i.e., Focused Job Search Strategy- FJSS, Exploratory Job Search Strategy-EJSS, and Haphazard Job Search Strategy-HJSS) and how self-control moderates the process. In a three-wave study (nT1= 859; nT2 = 720; nT3 = 418), the hypotheses were tested using unemployed job seekers in Ghana. The results from the structural equation model show that learning goal oriented job seekers were inclined to search more focused and exploratory but engaged in less haphazard search. While PPGO facilitated EJSS, job seekers with PAGO searched more haphazardly but their search behaviour was less focused and exploratory. In addition, EJSS contributed to attending more job interviews, but HJSS decreased the chance of obtaining job interviews. Also, the interviews attended were associated with job offered, which in turn led to obtaining employment. Both FJSS and EJSS were related to employment quality but HJSS decreased employment quality. Interestingly, individual differences in self-control were found to moderate the relation between goal orientation and job search strategy. The use of EJSS was found to be more beneficial in difficult labour markets.

The dark and bright side of laissez-faire leadership: Does subordinates' goal orientation make a difference?

Laissez-faire leadership is universally considered to be the most ineffective leadership style. However, a few recent studies revealed that laissez-faire leadership may have modest or even significant positive influence on subordinates' work outcomes. To explain the inconsistent findings of laissez-faire leadership studies, the current study draws on stress theory and achievement goal theory to examine the boundary conditions and mechanisms underlying the impact of laissez-faire leadership on subordinates, cognitive appraisal and subsequent performance. Results from an experience sampling study of 68 supervisor-subordinate dyads that completed daily surveys over 10 consecutive work days indicated that: (1) when subordinates' learning goal orientation is high, the relationship between laissez-faire leadership and hindrance appraisal will be positive; the indirect relationship between laissez-faire leadership and subordinates' performance via subordinates' hindrance appraisal will be negative; and (2) when subordinates' performance-prove or performance-avoid goal orientation is high, the relationship between laissez-faire leadership and challenge appraisal will be positive; the indirect relationship between laissez-faire leadership and subordinates' performance via subordinates' challenge appraisal will be positive. This study found the double-edged sword effect of laissez-faire leadership at within-person level, which helps integrate inconsistent views in previous studies and explore the impact of laissez-faire leadership from a more nuanced and balanced perspective.

How Does Collective Moral Judgment Induce Unethical Pro-Organizational Behaviors in Infrastructure Construction Projects: The Mediating Role of Machiavellianism.

The sustainable development of infrastructure construction projects heavily depends on favorable cooperation of all parties and ethical code of conduct, while Un-ethical pro-organizational behavior (UPB) may undermine the mutual efforts and cause serious consequences. UPB has aroused wide interest of researchers, but what may trigger construction employees to engage in UPB at team-level has not been elucidated completely. With information asymmetry and huge uncertainty, the behaviors of employees in temporary project teams are marked by environmental and personal characters. The study discusses the influences of collective moral judgement focus on self (CMJS) and Machiavellianism on UPB. Through a moderated mediation analysis conducted on a set of survey data from Chinese construction projects, the empirical results of the two-level hierarchical linear model indicate that CMJS positively impacts UPB directly, and meanwhile Machiavellianism acts as a partial mediator in the relationship between CMJS and UPB. The findings also reveal that performance-avoidance goal orientation (PAGO) and motivation to learn (MTL) moderate and strengthen the relationship between Machiavellianism and UPB. The study offers practical suggestions for both project managers and policymakers of construction projects.

A new angle on surgical resident wellness: exploring the correlation between emotional exhaustion, stress and performance-avoid goal orientation learning behaviors

A new angle on surgical resident wellness: exploring the correlation between emotional exhaustion, stress and performance-avoid goal orientation learning behaviors

The impact of fear of losing out (FoLO) on college students' performance goal orientations and learning strategies in Singapore.

The current research investigated the influence of the Fear of Losing Out (FoLO) mindset on learning strategy via performance goal orientation and its interaction with social comparison amongst Singaporean college students. In Study 1, a positive relationship between FoLO and performance goal orientations (i.e., avoidance and approach) was found. Study 2 replicated this finding and further revealed a downstream effect of FoLO on surface learning via performance goal orientations. In addition, social comparison moderated the link between performance goal orientation and surface learning in the mediation model. Specifically, in downward social comparison conditions, FoLO facilitated high performance-avoidance goal orientation, which in turn led to higher surface learning. Comparatively, in upward social comparison conditions, FoLO incited high performance-approach goal orientation, which in turn led to lower surface learning. Taken together, the findings yield significant theoretical and practical implications of FoLO on college students’ goal orientations and learning outcomes.

Performance goal orientation and unethical pro-organizational behavior: a moderated mediation model

Existing unethical pro-organizational behavior (UPB) literature suggests that it includes two definitional components: committing to achieving beneficial consequences for the organization and violating standards of ethical behavior. Existing research examining individual differences’ effects on UPB has mainly focused on moral traits and largely ignored performance-related ones, such as performance goal orientation. To address this theoretical blind spot, drawing from the general risk-taking perspective, we investigated how and when performance goal orientations shape employee UPB. We first conducted a business simulation study (Study 1) with 86 undergraduate students and found that performance-approach goal orientation had a positive effect on UPB engagement. Next, we sampled 446 employees from 93 teams (Study 2). Results showed that the relationship between performance-approach goal orientation and UPB was mediated by risk taking. Furthermore, performance-avoidance goal orientation was negatively related to risk taking and subsequent UPB for individuals perceive lower levels of UPB injunctive norm induced by higher ethical leadership. We discuss the theoretical and practical implications, and offer several directions for future research.

Effects of the manager's goal orientation on frontline service employees' service–sales ambidexterity conversion

PurposeAmbidextrous frontline service employees (FSEs), capable of delivering quality services and carrying out sales responsibilities too, are crucial to service firms. This study seeks to extend ambidexterity research by examining how a manager's goal orientation could influence FSEs' ambidextrous conversion. The authors draw on achievement goal theory and conceptualize a link between a manager's achievement goal orientation and employees' service–sales ambidexterity (SSA). The authors then apply conservation of resources theory to complement this high-level conceptualization, hypothesize mediating roles of important resources that can facilitate employees' SSA, and the authors test them empirically.Design/methodology/approachThis study adopts a questionnaire survey design. The empirical test relies on multilevel path analyses of dyadic data from 341 FSEs and 39 managers of a major logistics service company in Taiwan.FindingsManagers with a prominent learning goal orientation can facilitate and foster FSEs' SSA through developmental inducements and change-related self-efficacy, two important resources for their ambidextrous conversion. Managers with a strong performance-avoid goal orientation instead might hinder employees' SSA conversion, due to a negative impact on developmental inducements. Furthermore, SSA enhances FSEs' service delivery value and sales performance.Originality/valueBy analyzing and empirically testing the influence pathways of essential resources perceived by FSEs, which channel the effects of a manager's goal orientation to employees' SSA conversion, this study offers insights about how managers can support and foster FSEs' service–sales ambidextrous conversion.

The mediating effect of intrinsic motivation between goal orientation and job crafting

The purpose of this study is to determine whether intrinsic motivation acts as a psychological mechanism that induces members' job crafting behavior in the relationship between goal orientation and job crafting. To explore this, we collected data by surveying full-time workers aging 19 or older online and used 333 participants for the final analysis. The results showed that mastery goal orientation positively predicted intrinsic motivation, and performance-approach goal orientation positively predicted both intrinsic and extrinsic motivation. Also, performance-avoidance goal orientation statically predicted extrinsic motivation. In addition, intrinsic motivation had a positive effect on job crafting, and relationship between goal orientation and job crafting was mediated by intrinsic motivation. Besides, a competition model was set up to check whether there is a mediating effect of extrinsic motivation on job crafting and compared with the research model. As a result, the research model that mediates job crafting only with intrinsic motivation was found to be a suitable and simple model. The implications and limitations of this study and directions for future research are addressed in the final part.

Implicit Theories of Intelligence and Achievement Goal Orientations: How are they Associated with College Student Academic Achievement?

The present study considers social-cognitive theory constructs associated with implicit theories of intelligence and achievement goal theory concerning the academic achievement of first-time college students. We examined growth and entity mindsets along with mastery learning, performance-approach and performance-avoidance achievement goals in relation to academic achievement. Furthermore, social-cognitive theory predications were examined to determine whether achievement goals mediated relationships between growth and entity mindsets and academic achievement. We randomly sampled 2,000 college students from a large research-intensive public university in the United States; of which 839 students provided complete data. Using an online survey, we collected self-reported baseline measures of students' implicit theories of intelligence and achievement goal orientations. We matched data from these measures with two years of college Grade Point Average (GPA). Multiple regression analyses of the baseline data partially supported the hypothesized relationships between growth and entity mindsets with learning and performance goal orientations. A growth mindset was a positive predictor of the mastery of learning goal orientation. Unexpectedly, mastery learning positively predicted both performance goal orientations, but relative to entity mindset was a weaker predictor of performance-avoidance goal orientation. Longitudinal analysis with college GPA as the dependent variable found growth mindset negatively predicted end of year two GPA. This relationship was moderated by mastery goal orientation with greater levels of mastery goal orientation associated with a larger negative relationship between growth mindset and end of year two GPA. Furthermore, the growth mindset by mastery goal orientation by time interaction was statistically significant with students either high in both or low in both experiencing lower GPA over time. Exploration of the mediation hypotheses was partially supported by path analysis. Implications for theory, practice and further research are discussed.