Self-based Goals Research Articles

Self-based goals, underlying reasons, performance and discrete emotions among parkrunners.

A temporal sequence of hypothesized relationships was tested between self-based goals and their underlying reasons → stress appraisals → performance and emotions, among UK parkrunners. A conditional process model was also examined to ascertain the potential moderating role of self-determined reasons in explaining the indirect relationship of self-based goals predicting performance and emotions via stress appraisals. Utilizing a prospective design, 324 parkrunners (Mage = 45.27; SD = 10.73 years) completed online measures of self-based goals, their underlying reasons at 7 days (T1), and stress appraisals at 24 h (T2), prior to their next UK parkrun. Performance data and discrete emotions (pride and shame) were reported 24 h post-parkrun (T3). Structural Equation Modeling revealed partial support for the hypothesized model. More specifically, findings suggested that: (1) T1 self-determined reasons underpinning a self-approach goal positively predicted T2 challenge appraisals and T3 pride, (2) T1 self-determined reasons for pursuing a self-avoidance goal corresponded to reduced T3 performance and shame, (3) T2 challenge and threat appraisals were found to positively relate to T3 pride, and (4) the slower parkrunners ran, the more shame they felt post-event. T2 challenge and threat appraisals were found to mediate the relationship between T1 self-determined reasons underlying a self-approach goal and T3 pride. Further analysis failed to support a conditional process model. Our findings suggest the intensity of pursuing a self-based goal does not matter at all, but underlying self-determined reasons are a key driver influencing stress appraisals, performance and subsequent emotions among parkrunners.

Effects of achievement goals on learning interests and mathematics performances for kindergarteners.

Studies have investigated the effects of achievement goals on learning interests and mathematics performance above the elementary-school level. However, few studies have explored this topic among kindergarteners based on sound theoretical frameworks. Through the enrollment of 15 kindergarten teachers and 180 kindergarteners, this study re-validated newly developed measurements of kindergarteners' achievement goals and learning interests and used these measures to further clarify the effects of achievement goals on learning interests and mathematics performances using structural equation modeling. The results indicate that (1) task-approach goals have positive effects on situational interest and advanced arithmetic performance, whereas task-avoidance goals have positive effects on individual interest. (2) Self-based goals have null effects on most learning interests and mathematics performance, but they have significant negative effects on numbering and counting performance. However, most of these null effects represent negative tendencies. (3) Other-approach goals have positive effects on situational interest and basic arithmetic performance, whereas other-avoidance goals have null effects on these outcomes but have an almost significant positive effect on numbering and counting performance. (4) Task-based goals and self-approach goals are generally beneficial for learning interests and mathematics performance. These results suggest that task-based goals and other-approach goals may be implemented with consideration of the potential long-term detrimental effects of social comparison on learning outcomes. Furthermore, possible negative effects of self-based goals must be monitored to prevent them from undermining learning outcomes. This study revealed consistent, inconsistent, and new evidence that, respectively, verifies, complements, and contradicts findings on the learning outcomes of students above the elementary-school level.

Investigating the Discriminant Utility of Task-Based and Self-Based Goals in 3 × 2 Achievement Goal Model for Kindergarteners.

A decade ago, achievement goal theorists argued that mastery-based goals in the traditional theoretical framework can be theoretically differentiated into task-based goals and self-based goals; and they proposed the 3 × 2 achievement goal model to understand students' achievement motivation. This new theoretical model has received increasing attention, and it has been demonstrated by several empirical studies on school-aged student samples through analyzing concurrently derived data. Recently, researcher has preliminary demonstrated the new theoretical model on kindergarten sample. It is unclear whether there was a discriminant utility of these goals for kindergartener sample through analyzing their concurrent and predictive effects on learning outcomes. The main purposes of this study were to investigate discriminant utility of task-based goals and self-based goals through examining their concurrent and predictive effects on mathematics performances. A total of 59 kindergarteners aged 5 years consented to participating in this study. Results showed: (1) The discriminant utility of task-approach goal and self-approach goal was only demonstrated on predictive arithmetic performance. (2) The discriminant utility of task-avoidance goal and self-avoidance goal was demonstrated on both concurrent and predictive counting performances. Implications for advancing achievement goal theory, future research, and practice are discussed at the end of the article.

Intra-individual changes in 3x2 achievement goals, friendship goals, motivational regulations and consequences in physical education

Introduction: This research examines intraindividual changes in 3x2 achievement goals in physical education classes during one semester, as well as the relationship of these changes with those in other motivational and outcome variables. Method: A total of 334 (178 boys and 156 girls) high school students (M = 13.12, SD = 1.05) completed five questionnaires in two different school years. Results: The results of the true intraindividual change model (TIC) provided unequivocal support for the separation of task-based and self-based goals, as well as the structures based on both valences of approach and avoidance. They also showed different intraindividual change patterns in the 3x2 achievement goals, indicating a progression in the stability of the goals depending on their definition. Intraindividual variability in achievement goals is directly related to intraindividual variability in dependent variables, with the task-approach goals TIC being the most adaptive. Conclusions: These goals should be prioritized.

"My goal is to do the best that I can in this class": Relevance of potential-based achievement goals for intrinsic motivation and course performance.

Goals are a core aspect of motivation. Elliot et al. (2015) introduced potential-based goals as a type of self-based goals that are conceptualised as seeking to do as well as one possibly could (potential approach goals) or seeking to avoid doing worse than one possibly could (potential avoidance goals). We follow up on this construct by examining its factorial structure and investigating its associations with intrinsic motivation and performance. We assessed 436 Iranian university students' potential-based goals at the beginning of an English course, intrinsic motivation during the semester and end-of-course performance. Results attested factional separability similar to the original work, supporting generalisability concerning more collectivistic contexts. Potential approach goals were positively associated with intrinsic motivation and performance, while potential avoidance goals were negatively associated with performance, also after controlling for demographics. Overall, this affirms the relevance of potential-based goals for a comprehensive understanding of how goals motivate individuals.

Confinement during Covid-19 outbreak modifies athletes’ self-based goals

Because achievement goals are context-specific, the study first investigated the evolution of two achievement goals of 697 regular athletes, namely self-approach goals (improving oneself) and self-avoidance goals (avoiding regression), before and during the confinement situation and the physical exercise restrictions due to the Covid-19 outbreak. Secondly, we sought to examine the potential predicting role of self-approach and self-avoidance goals on athletes’ intention to exercise during confinement, while self-avoidance goals were usually not related to this outcome in a more traditional context. Using a retrospective correlational design, the results of repeated measures ANOVA highlighted that self-approach goals scores decreased while self-avoidance goals scores increased and became the athletes’ goals with the highest score during confinement. The results of hierarchical regression analyses showed that self-approach and self-avoidance goals were both found as positive predictors of intention to exercise during confinement. This study reinforces the assumptions that (a) a specific achievement setting encourages the adoption of different achievement goals (which was identified here with regular athletes in an unusual context of confinement), (b) self-avoidance goals are not always maladaptive, and (c) shifting among multiple goals according to the requirements of the situation may be beneficial.

3 × 2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education

The aims of this study were twofold: (a) to examine the structural validity of the Spanish version of the 3×2 Achievement Goals Questionnaire (Elliot, Murayama, & Pekrun, 2011) in the non-university academic context, and (b) to analyze the predictive patterns of achievement goals on self-determined motivation and life satisfaction. A total of 2630 high school students agreed to participate. The results of a Confirmatory Factor Analysis support the hypothetical model which, compared with ten alternative models, produced the best fit to the data. Validity and internal consistency were satisfactory. Regression analyses showed different predictive patterns between task-based and self-based goals, although both approaches were adaptive. The three approaches positively predicted life satisfaction. Their implication is discussed from a theoretical framework.

Metas de logro 3 × 2, motivación autodeterminada y satisfacción con la vida en educación secundaria

The aims of this study were twofold: (a) to examine the structural validity of the Spanish version of the 3×2 Achievement Goals Questionnaire (Elliot, Murayama, & Pekrun, 2011) in the non-university academic context, and (b)to analyse the predictive patterns of achievement goals on self-determined motivation and life satisfaction. A total of 2630 high school students agreed to participate. The results of a Confirmatory Factor Analysis support the hypothetical model which, compared with ten alternative models, produced the best fit to the data. Validity and internal consistency were satisfactory. Regression analyses showed different predictive patterns between task-based and self-based goals, although both approaches were adaptive. The three approaches positively predicted life satisfaction. Their implication is discussed from a theoretical framework.

Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes

Based on the new 3 × 2 achievement goal model, the first purpose of this prospective research was to examine the relation of self-approach and self-avoidance goals to four educational outcomes, namely intentions of dropping out, educational satisfaction, self-efficacy, and achievement. We also considered the autonomous and controlled reasons underlying these self-based goals in order to investigate whether self-approach and self-avoidance goals, as well as their underlying reasons, related to outcomes. Data was collected from 330 students, at two time points. Our findings showed that self-approach and self-avoidance goals did not explain changes in outcomes, with the exception of the significant relationship between self-avoidance goals and educational satisfaction. The present results also revealed that the autonomous and controlled motivations underlying achievement goals were more strongly related to changes in all four educational outcomes than was the endorsement of goals themselves. Theoretical implications and research perspectives are discussed.

‘Why do I study and what do I want to achieve by studying?’ Understanding the reasons and the aims of student engagement

This study seeks to understand the ‘what’ and the ‘why’ of student engagement by investigating the ‘aims’ that students pursue through engagement (i.e., their achievement goals) and the ‘reasons’ driving such engagement (i.e., their motivation). Self-report instruments measuring students’ motivational reasons, achievement goals, and engagement in the context of their mathematics classes were administered to a sample of 491 Singapore elementary students (54% girls; Mage = 11 years). Mediational path analysis showed that achievement goals, collectively, played a significant mediating role in almost all the links connecting motivational reasons to different engagement outcomes. Specifically, whilst autonomous motivation (AM) was associated with greater effort/persistence, heightened elaboration, and lower anxiety, controlled motivation (CM) was associated with higher anxiety. Although self-based goals strengthened the positive direct effects of AM on effort/persistence and elaboration, and channeled the adaptive effects of CM on these two engagement outcomes, this goal type also heightened the effect of CM on anxiety and cancelled out the benefits of AM in reducing anxiety. Taken together, findings pointed to the more adaptive role of AM relative to CM, and the apparently double-edged-sword effects of self-based goals on student engagement. Key findings and their implications for teaching and school psychology practices are discussed.

3x2 Achievement Goals, Self-Determined Motivation and Life Satisfaction in Secondary Education // Metas de logro 3x2, motivación autodeterminada y satisfacción con la vida en Educación Secundaria

The goals of this study were twofold: (a) to examine the structural validity of the Spanish version of the 3x2 Achievement Goals Questionnaire (Elliot, Murayama, & Pekrum, 2011) in the non-university academic context, and (b) to analyze the predictive patterns of achievement goals on self-determined motivation and life satisfaction. 2630 high school students agreed to participate. The results of a Confirmatory Factor Analysis support the hypothetical model which, compared with 10 alternative models, produced the best fit to the data. Validity and internal consistency were satisfactory. Regression analyzes showed different predictive patterns among task-based and self-based goals, although both approach-goals were adaptive. The three approach goals positively predicted life satisfaction. Their implication is discussed from a theoretical framework.

Students' Achievement Goals, Learning-Related Emotions and Academic Achievement.

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement. Findings from CFAs provided strong support for the proposed structure of the 3 × 2 achievement goal model. Self-based goals, other-based goals and task-approach goals predicted enjoyment. Task-approach goals negatively predicted boredom. Task-approach and other-approach predicted achievement. The indirect effects of achievement goals through emotion variables on achievement were assessed using bias-corrected bootstrapping. No mediation effects were found. Implications for educational practice are discussed.

The advantages of task-based and other-based achievement goals as standards of competence

This study investigated aspects of validity in a Norwegian version of the 3×2 achievement goal framework, which is a recent development of the achievement goal construct based on task- self- and other-based standards of competence. Confirmatory factor analysis supported the expected 3×2 factor structure of this model. Correlational and multivariate analyses showed that these factors were differentially related to aspects of motivation and learning strategies in terms of achievement motives (motive for success and motive to avoid failure), self-efficacy, value, learning strategies (deep, surface and strategic), and academic achievement. In general, task-based and other-based approach goals were related to more functional aspects of the abovementioned motivational variables. Conversely, self-based goals (both approach and avoidance) showed an opposite pattern of relations to these variables. In conclusion, contrasting a current state with a possible outcome is effective when using task- and other-based standards of evaluation, but not when using self-based standards.

Analysis of the Separation of Task-Based and Self-Based Achievement Goals in a Philippine Sample

The 3 × 2 achievement goal model separates the mastery goal construct into task-based and self-based achievement goals. Using data primarily gathered from self-report questionnaires administered to a sample of Filipino college students from the Philippines, the present research investigated the structural validity of task-based goals and self-based goals and their association with previously examined antecedent and consequent variables of mastery goals (task value, self-efficacy, test hope, test anxiety, test performance). While results from the data analyses were mixed, the results provided some evidence on the structural and predictive validity of task-based and self-based achievement goals in the Philippine sample. Moreover, the present research did not only provide some support for the separation of task-based and self-based goals but also highlighted the benefits of both task-based goals and self-based goals.

A 3 × 2 achievement goal model.

In the present research, a 3 × 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance. The results from 2 studies provided strong support for the proposed model, most notably the need to separate task-based and self-based goals. Studies 1 and 2 yielded data establishing the 3 × 2 structure of achievement goals, and Study 2 documented the antecedents and consequences of each of the goals in the 3 × 2 model. Terminological, conceptual, and applied issues pertaining to the 3 × 2 model are discussed