Student Goal Orientation Research Articles

과학고등학교 사회통합전형 학생의 학업 성취목표지향성, 과학 자아개념, 수업참여 간 관계 분석

This study aimed to examine the relationships between academic achievement goal orientation, science self-concept, and academic engagement of students who entered a science high school through the social integration admission process. Specifically, this study investigated whether there were differences in students' science self-concept and academic engagement before and after their entry into the science high school. Furthermore, the study explored how their achievement goal orientation influenced their science self-concept and academic engagement. For this purpose, 60 students(45 male and 15 female) who entered the science high school through the social integration process participated in the study, and academic achievement goal orientation, science self-concept, and academic engagement were measured using self-report questionnaires. The results showed that there was no significant difference in science self-concept before and after entering the science high school, however, academic engagement significantly decreased. Among the types of academic achievement goal orientation (performance-avoidance, performance-approach, mastery-approach), only performance-avoidance goal orientation had a significantly negative impact on science self-concept, while it did not affect academic engagement. Based on these findings, the study suggests specific educational strategies to prevent school maladjustment and support school adjustment for students entering science high schools through the social integration admission process.

Analisis Perbedaan Goal Orientation Berdasarkan Tingkat Ekonomi Peserta Didik

Goal orientation is one of the developments of learning motivation theory with a belief pattern that leads to different ways of approaching, using and responding to achievement situations. One of the factors that influences goal orientation is economic level. The role of education in several developing countries has highlighted the problem of differences in the level of achievement of learning outcomes between schools, namely differences in the socio-economic status background of students which cause large differences in social levels in schools, thus encouraging the development of schools to achieve maximum learning achievement. This study aims to determine the differences in goal orientation of students who have differences in economic levels. The research method used is qualitative research with a descriptive approach to describe the picture of the differences in goal orientation of students. The results of the study showed that students who are at the middle economic level have a mastery goal type because there is an aspect of social support that supports students in understanding the lesson well. Meanwhile, students who have a performance goal type are at the lower economic level. This is because they get less social support due to their low economic level.

Extension of the 3 × 2 achievement goal model to university concert band performance

The purpose of this study was to determine the extent to which the 3 × 2 achievement goal model describes the goal orientations of university band students in two performance contexts. Students ( N = 183) enrolled in four concert band ensembles at two universities completed a goal orientation questionnaire, once in reference to personal music performance goals and once in reference to music performance goals as members of their university concert bands. The questionnaire, translated from the sports domain for use with musicians, measured the six goal orientations of the 3 × 2 achievement goal model: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance. Results of confirmatory factor analyses indicate satisfactory fit of the six-factor model in the personal and ensemble contexts. In both contexts, the 3 × 2 model demonstrates better fit to the university band student data than ten alternative models. The model also demonstrates construct reliability and validity. Discussion includes evaluation of model fit differences between performance contexts. Future study of musician’s goal orientations could benefit from participant-level analysis and further examination of performance context differences. Continued development of a 3 × 2 achievement goal model scale for musicians could further bolster goal orientation research in the music domain.

Regional, rural and remote medicine attracts students with a similar approach to learning in both the Northern and Southern hemisphere

ABSTRACT Doctors who work in areas of workforce shortage, such as regional, rural and remote areas or areas of low socioeconomic means need to be more self-motivated, adaptable and self-directed than their metropolitan counterparts. This study aimed to examine the goal orientation and learning characteristics of students recruited into two medical programmes, one from the Northern hemisphere and one from the Southern hemisphere; both with a commitment to producing doctors to practice medicine in rural locations. Three survey tools were administered to 263 medical students: 1. achievement goal orientation survey; 2. learning characteristics survey and 3. the study process questionnaire. Medical students from both cohorts showed a learning goal orientation, which significantly increased with age (P0.007). In terms of learning characteristics, the students from the south had significantly higher scores for curiosity (P0.003), while the northern students had significantly higher scores for methodical (p < 0.001). Both cohorts were similar for adaptability and consciousness. Across the entire student cohort, three of the four learning disposition characteristics were also seen to correlate with learning goal orientation. In both cohorts of medical students deep learning scores exceeded surface learning scores. Selection of students with a learning goal orientation and learning characteristics of curiosity, adaptability and conscientiousness could potentially help students to flourish in rural placement environments.

The Structural Relationship among Professor--Student Relationships, Achievement Goal Orientation, Academic Self-Efficacy, and Career Preparation Behaviors of Music Major College Students in China

The Structural Relationship among Professor--Student Relationships, Achievement Goal Orientation, Academic Self-Efficacy, and Career Preparation Behaviors of Music Major College Students in China

The Effectiveness of Future Perspective Education on Academic Hope and Goal Orientation in 11th Grade Students

Aim: The present study was conducted with the aim of determining the effectiveness of future perspective education on goal orientation and academic hope in 11th grade male students of Baghmalek city (Iran). Methods: The current experimental research design included a pre-test and post-test experiment with a control group. The population of this research included all 11th grade male students in Baghmalek city in the academic year of 1400-1401 (persian calendar). Among these individuals, 48 ​​persons who met the criteria for entering the research were selected through multi-stage random sampling method and were placed in two experimental (n=24) and control (n=24) groups. In this research, Goal Orientation Questionnaire and Education Hope Questionnaire were used. After the pre-test, the experimental group received the educational perspective of the future vision during nine 60 to 90 minutes sessions. Then a post-test was taken from both groups. Findings: The results of multivariate and univariate covariance analysis showed that future perspective education had a significant effect on the dimensions of goal orientation (dominant, dominant-avoidant, performance-oriented and performance-avoidant) and academic hope in 11th grade male students (p &gt; 0.005). Conclusion: In general, the results of this research showed that teaching the future perspective is effective on goal orientation and educational hope and can be used to improve the academic hope and goal orientation of 11th grade male students.

Mediating effects of achievement goal orientation on the relationship between growth mindset and learning engagement in medical students: A cross-sectional descriptive study.

Learning engagement is an important factor to improve the quality of medical education. Exploring the level of medical students' learning engagement and its internal mechanism is of practical significance to improve their academic achievement. The aims of this study were to investigate the relationship between achievement goal orientation, growth mindset and learning engagement of medical students, and explore the mediating effect of achievement goal orientation on growth mindset and learning engagement. A correlational cross-sectional study was performed using an online questionnaire. The study was conducted from February to March 2024 among 279 medical college students. General information questionnaire, the Mindsets Scale, Achievement Goal Orientation Scale and Learning Engagement Scale were used for investigation. Calculations were performed using Statistical Packages for Social Sciences 27.0 and Mplus 7.0. Descriptive statistics, correlation, and mediation effect analyses were used to analyze the data. A total of 279 valid questionnaires were finally recovered. The learning engagement score of medical students was (56.17 ± 13.01), growth mindset score was (11.26 ± 3.37). The approach goal orientation played a partial mediating role between growth mindset and learning engagement in medical college students. Growth mindset can influence learning engagement through achievement goal orientation. Medical college educators should pay attention to the cultivation of students' growth mindset and enhance their learning engagement. The verification of the mediating effect of approach goal provides data support for formulating relevant intervention measures.

Lecture-Based and Project-Based Approaches to Instruction, Classroom Learning Environment, and Deep Learning

&lt;p style="text-align:justify"&gt;Institutions of higher education generally employ both lecture-based and project-based approaches to instruction. This study aims to investigate which aspects of lectures and project-based instructional environments contribute to “deep” and “surface” approaches to student learning. We collected and compared survey data from undergraduate students taking a civil engineering course in which they were assigned to a section taught with lecture-based instruction (n = 181) or with project-based instruction (n = 142). Data analysis was performed after controlling for the effects of the motivational goal orientations of students. A positive correlation can be found between deep learning and higher levels of investigative culture and student involvement in the project-based classroom. Additionally, we found that higher levels of task orientation in the project-based classroom had an inverse correlation with a “surface approach”. We discussed the value of an investigative and participatory learning atmosphere for student approach to learning and its curricular implications for the design of project-based and lecture-based instruction.&lt;/p&gt;

HUBUNGAN ORIENTASI TUJUAN DENGAN MOTIVASI BELAJAR SANTRI DI PONDOK PESANTREN SALAFIYAH SYAFI’IYAH

Career decision making is a thinking process in selecting and determining various existingIslamic boarding schools are places where students gain and practice knowledge. Being in an Islamic boarding school requires students to have motivation to learn. One of the factors related to motivation is having a goal orientation. The aim of this research is to statistically test the relationship between goal orientation and students’ learning motivation in Islamic boarding schools. This research uses quantitative research methods with a correlation research type. The results of this research show that the level of goal orientation of students is in the high category as many as 49 students (56%), and as many as 38 students (44%) are in the medium category. The results of the level of student motivation to learn were in the high category as many as 58 students (67%) and as many as 29 students (33%) were in the medium category. The results of the product moment analysis show that there is a positive and very significant relationship between goal orientation and learning motivation as shown by the Pearson correlation results of (r) = 0.424 with sig (p) = 0.000 (p&lt;0.05). The results of the analysis test show that the higher the level of goal orientation, the higher the learning motivation.

The influence of motivational climate on the physical activity adherence among junior high school students: The mediating effect of achievement goal orientation.

In this study, which was based on the theories of motivational climate and achievement goal orientation, an experimental intervention was conducted on 82 junior high school students using the Motivational Climate Scale (MCSYS), Task and Ego Orientation in Sport Questionnaire (TEOSQ), and Physical Activity Persistence Scale. The aim was to explore the influence of different motivational climates in physical education classes on the physical activity adherence among junior high school students and examine the mediating role of achievement goal orientation. The results revealed the following significant findings: Firstly, there was a noteworthy positive correlation between the physical activity adherence among junior high school students, the motivational climate, and achievement goal orientation. Additionally, it was discovered that achievement goal orientation partially mediated the relationship between the motivational climate and the physical activity adherence among junior high school students. Secondly, it was observed that the effectiveness of improving the physical activity adherence among junior high school students increased with the duration of the experimental intervention. Lastly, it was found that the mastery climate group had a more pronounced effect on improving the physical activity adherence among junior high school students when compared to the performance climate group. These findings suggest that creating a motivational climate in physical education classes has the potential to modify the achievement goal orientation of junior high school students, subsequently enhancing their consistency in engaging in physical activity.

A Study of the Relationship Between Willpower Quality and Goal Orientation of Students Specialising in a Technical-combat Competence-dominated Adversarial Group of Disciplines

A Study of the Relationship Between Willpower Quality and Goal Orientation of Students Specialising in a Technical-combat Competence-dominated Adversarial Group of Disciplines

Study on Achievement Goal Orientation and English Learning Motivation of Vocational College Students

The achievement goal orientation theory is applicable to explaining the relationship between student learning motivation and their level of effort. Vocational college students have poor English foundation and low motivation to learn English. Teachers can cultivate students' positive achievement goal orientation and improve their English proficiency through four strategies: adjusting teaching objectives, adopting encouraging evaluations, designing reasonable teaching methods, and supplementing teaching content.

An exploratory study of goal orientations of traditional block and longitudinal integrated clerkship students

Background Achievement goal theory links goal setting, motivation, and learning and describes three orientations: ‘mastery’ (seeking learning), ‘performance’ (seeking positive judgments), and ‘performance-avoidance’ (avoiding negative judgments). Mastery orientation is considered most adaptive. The authors investigated goal orientations of traditional block clerkship (TBC) and longitudinal integrated clerkship (LIC) students. Methods This was an exploratory study conducted at one US medical school. Three hundred and twenty students completed an anonymous survey consisting of three tools with validation evidence: Patterns of Adaptive Learning Survey, Task-choice Goal Measures, and Questionnaire Goal Choice Items. The authors analyzed the data using regression analyses, Chi-square, and Wilcoxon’s rank-sum tests. Results While all students rated mastery items most highly on the five-point Likert scale (mean 4.58/5.00), LIC students rated performance-orientation lower (β = −0.36, p = .04), chose personal mastery-orientation items more frequently (92% vs. 64.4%, p = .005), and perceived their learning environment as promoting less performance (β = −0.60, p = .002) and performance-avoidance (β = −0.78, p < .001) compared to TBC students. Conclusions LIC and TBC students differed in their report of personal and clerkship goal orientations. These differences may inform educational design and future research to promote students’ mastery orientation.

Goal Orientations of Secondary School Students and Their Intention to Practise Physical Activity in Their Leisure Time: Mediation of Physical Education Importance and Satisfaction.

The aim of this study was to analyse the mediating role of Physical Education importance and satisfaction/fun between the dispositional goal orientations of secondary school students and their intention to partake in leisure time physical activity. The research design was descriptive, cross-sectional, and non-randomized. In total, 2102 secondary school students participated (Mage = 14.87; SD = 1.39) (1024 males; 1078 females). The scales used were the Perception of Success Questionnaire, Importance of Physical Education, Satisfaction with Physical Education, and Intention to Participate in Leisure Time Physical Activity. Structural equation models with the latent variables were also calculated. The results highlight that Physical Education satisfaction/fun has a mediating effect between task orientation and the intention to practice physical activity during leisure time.

Examination of the correlation between e-learning readiness and achievement goal orientation of college students

Students’ readiness for e-learning is necessary in order to make the e-learning process more effective. Readiness for e-learning refers to the degree of having pre-knowledge and skills, and affective characteristics such as the necessary attitude and motivation to experience this process most effectively. Academic orientations of the students also contribute to their perception of the quality of the learning process in online learning environments. Furthermore, e-learning creates a learner-centered learning approach that might be contrived to personal goal orientations. Hence this study aims to identify the relationship between achievement goal orientations and the e-learning readiness level of the students. Data were collected from 457 university students enrolled in a public university in Turkey. The University Students’ E-learning readiness Scale and 2X2 achievement goal orientation scale were used as the data collection tools. A canonical correlation analysis (CCA) was performed to analyze the data. This study revealed that there is a statistically significant relationship between e-learning readiness and achievement goal orientations of the students. Three of the four canonical correlations were statistically significant which indicates that variables' linear combinations were related.

Psychological Mechanism and Countermeasures of High School Students’ Deviation from Subjects—Research Based on Goal Orientation Theory

The issue of students’ subject bias has attracted widespread attention in high school teaching. Currently, researchers have conducted in-depth research on the reasons for students’ subject bias, but there is still little analysis from the perspective of student goal orientation. Therefore, this study adopts the inductive method to study the literature related to goal orientation theory, an analysis was conducted on the relationship between student goal orientation and subject bias based on various academic theories. Research finds that different environmental and psychological factors can affect students’ choices of internal and external driving forces, thereby affecting their goal choices, while tasks of different difficulty can also affect students’ tendency to avoid. Ultimately, students’ goal orientation choices will affect learning outcomes. In high school teaching, educators should pay attention to guiding students towards goal orientation, designing learning difficulties based on students’ learning abilities, in order to achieve good teaching results.

Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students' Motivation and Teachers' Motivational Practices.

Science teachers in many countries were required to shift from face-to-face (F2F) instruction to distance learning (DL) during the COVID-19 pandemic. With the aim of helping science teachers learn how to support their students in negotiating such shifts in the future, we used an online motivation survey based on achievement goal theory to investigate the shifts to over two thousand 8th grade students' perceptions of their science teachers' motivational practices and their own goal orientations towards science that occurred during the transition from F2F instruction to DL in two very different countries, China and Israel. We hoped to identify issues common to both countries, assuming that these issues might be relevant to other countries as well. Factor analysis, t-tests, and multiple regression were used to identify key teacher motivational practices, changes to these practices and to students' goal orientations, and relations between teacher practices and student goal orientations. The major predictor of students' mastery orientation towards science in both F2F instruction and DL, teachers' attentiveness to their students' need to understand, declined for students in both countries during the shift from F2F to DL, and was associated with a decline in students' mastery orientation, engagement, and enjoyment.

외국인 유학생의 교수지지와 학업적 희망, 성취목표지향성 간의 구조적 관계

Objectives The purpose of this study is to understand the relationship between professor support, academic hope, and achievement goal orientation of foreign students, and to find out the structural relationship. Methods The subjects of the study were a total of 174 men and women enrolled in four-year universities and graduate schools located in Seoul and Gyeonggi regions. The tools of the study were professor support, academic hope, and achievement goal orientation scales, and the collected survey results were analyzed using SPSS 25.0 and AMOS 24.0 programs. Results First, the social support of graduate students has a positive (+) effect on hope. Second, graduate students' hopes have a positive (+) effect on achievement goal orientation. Third, the social support of graduate students has a positive (+) effect on achievement goal orientation. Fourth, the relationship between graduate student's social support and achievement goal orientation is partially mediated by their hope. Fifth, it was found that there was a difference in the path of social support, hope, and achievement goal orientation according to Korean graduate students and foreign graduate students. Conclusions Through the research results, the mediating effect of hope was confirmed in the relationship between social support and achievement goal orientation of graduate students, which is meaningful in that it provides basic data that can be used in the field of counseling and education.

대학원생의 사회적 지지와 성취목표 지향성의 관계에서 희망의 매개효과

Objectives The purpose of this study is to examine the relationship between social support, achievement goal orientation, and hope in graduate students, and to verify the mediating effect of hope in the relationship between social support and achievement goal orientation. Methods A total of 223 male and female graduate students attending general graduate schools in Seoul, Gyeonggi, and Yeongnam regions were surveyed to the Questionnaire Method to measure social support, achievement goal orientation, and hope. Data collection was conducted for about two months from February 15 to April 10, 2022. The data were analyzed using SPSS 25.0 and AMOS 24.0 programs. Results First, the social support of graduate students has a positive (+) effect on hope. Second, graduate students' hopes have a positive (+) effect on achievement goal orientation. Third, the social support of graduate students has a positive (+) effect on achievement goal orientation. Fourth, the relationship between graduate student's social support and achievement goal orientation is partially mediated by their hope. Fifth, it was found that there was a difference in the path of social support, hope, and achievement goal orientation according to Korean graduate students and foreign graduate students. Conclusions Through the research results, the mediating effect of hope was confirmed in the relationship between social support and achievement goal orientation of graduate students, which is meaningful in that it provides basic data that can be used in the field of counseling and education.

Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness

Abstract: In this study, we examine two student characteristics (goal orientation and feedback orientation) that might predispose students to use and benefit from two different types of feedback. Students receiving future-oriented feedback exhibited significantly greater improvement in their quiz scores compared to students receiving past-oriented feedback, although the degree was a function of both student goal and feedback orientation. Specifically, high learning-goal-orientation students had greater performance improvement when they received future-oriented feedback while high performance-prove-orientation students had greater improvement when they received past-oriented feedback. Students with a high active-feedback-seeking orientation improved more than other students, and students with a high passive-feedback-seeking orientation improved less when they received future-oriented feedback.