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'Achievement goal theory: past results, future directions,'
... These activities manifest in varying forms of engagement, or attitudes or stances toward certain forms of engagement that reflect, then, both generalized personal factors as well as more acute responses to the environment. Research on motivation in learning comprises these viewpoints on both individuals' motivation as well as the ways the learning environment and instruction hold motivational cues (Urdan, 1997). Individual learner's motivation and his/her view on the learning environment are dependent on each other: learners with different kinds of motivational disposition may act and perform differently in achievement situations, but they also interpret instruction through "motivational glasses" (Fraser and Tobin, 1991;Wolters, 2004). ...
... Our take on motivation is based on research on achievement goal orientations that are generalized tendencies to value and prefer certain kinds of outcomes in learning and achievement contexts (Urdan, 1997;Pintrich, 2000aPintrich, , 2003Elliot, 2005). Early research on achievement goals was based on two somewhat opposing dimensions: task, mastery, or learning goals (goals of personal improving) and ego or performance goals (goal of proving or showing ability) (Nicholls, 1984;Dweck, 1986). ...
... In brief, mastery orientations usually have more positive correlates than performance orientations. Especially performance-avoidance orientation and work-avoidance orientation have generally maladaptive outcomes (Urdan, 1997;Hulleman et al., 2010). ...
In this study, it was examined whether individuals' self-efficacy, preferred forms in learning, and evaluations of the learning environment vary as a function of their goal orientation profiles. It was also explored whether the preferred forms in learning played a role in this association. The participants were 177 reservists of Finnish Defense Forces participating in rehearsal training exercises. Four homogeneous groups based on goal orientation profiles were found: mastery oriented (n = 47, 26.5%), success-performance oriented (n = 49, 27.7%), indifferent (n = 43, 24.3%), and avoidance oriented (n = 38, 21.5%). The mastery-oriented group and the success-performance-oriented group reported higher levels in self-efficacy, legislative form in learning, and mastery goal structure when compared to the avoidance-oriented group or to the indifferent group. The avoidance-oriented group reported elevated levels of perceived strain and performance goal structure in comparison to the mastery-oriented group. Controlling the learners' preferences for different forms in learning revealed some slight differences in the observed pattern of between-group differences regarding perceptions of performance goal structure and self-efficacy. Controlling for the legislative form of learning diminished the difference between the mastery-oriented and the avoidance-oriented groups in perceptions of performance goal structure, and controlling for the executive form of learning revealed differences between success-performance oriented and the indifferent and the avoidance oriented. The role of the learning environment in highlighting certain types of activities in learners' choices and the relevance of this regarding their goal preferences are discussed.
... Performance goals originally involved normative comparisons (i.e., wanting to do better than, or not worse than, others), although some researchers conceptualize performance goals as involving only a desire to gain rewards (e.g., grades) or avoid punishments, without concern about relative comparisons with others (e.g., Anderman et al., 1998). Performance goals that involve students comparing their achievement with others' have also been termed normative goals (Grant & Dweck, 2003), whereas the non-normative goal to gain rewards is also termed extrinsic goals (Urdan, 1997) or outcome goals (Grant & Dweck, 2003). In summary, the AGT research involving personal achievement goals has become disparate and fragmented, with diverse conceptualizations and measurements. ...
... A classroom performance goal structure differs from what has been labeled as an extrinsic goal structure; the latter conveys that the purpose of engaging in academic tasks is to gain external incentives, although the success of any one student does not affect the success of others (see Urdan, 1997). For example, if students are graded on a curve, with grades indicating relative position, a classroom performance goal structure is invoked, however, if grades (or other incentives) are very salient but do not signify students' relative placement, a classroom extrinsic goal structure is involved. ...
... Lý thuyết định hướng mục tiêu nói rằng động cơ và những hành vi liên quan đến thành tích của học sinh có thể được hiểu thông qua việc xem xét những lý do và mục đích của chúng khi tham gia vào các hoạt động học thuật (Dweck và Legget, 1988;Urdan, 1997). Những nghiên cứu ban đầu trong lĩnh vực này tập trung vào hai mục đích của học sinh bằng cách nhấn mạnh vào định hướng mục tiêu học tập và định hướng mục tiêu kết quả. ...
... Cấu trúc mục tiêu mô tả kiểu mục tiêu thành tích được nhấn mạnh bởi chính sách và thực tiễn giảng dạy chiếm ưu thế trong phạm vi lớp học, trường học hoặc môi trường học tập khác. Ví dụ, loại hình bài tập được giao, quy trình chấm điểm, mức độ tự chủ mà học sinh được phép, cách học sinh được ghép nhóm được cho là ảnh hưởng tới định hướng mục tiêu của học sinh và do vậy tạo nên cấu trúc mục tiêu lớp học (Kaplan, Middleton, Urdan và Midgley, 2002;Urdan, 1997). ...
Bài viết này tổng hợp, điểm luận và phân tích một số hướng tiếp cận, một số lýthuyết cơ bản trong nghiên cứu động cơ học tập của người học (học sinh và sinh viên)thuộc lĩnh vực Tâm lý học. Các hướng nghiên cứu và lý thuyết được đề cập cụ thể như:(1) Thuyết hành vi, (2) Thuyết nhận thức, (3) Thuyết kỳ vọng - giá trị, (4) Thuyết niềmtin vào năng lực bản thân, (5) Thuyết tư duy, (6) Thuyết định hướng mục tiêu, (7) Thuyếttự xác định, (8) Thuyết so sánh xã hội và (9) Thuyết nhân văn. Một số hướng tiếp cậnnghiên cứu động cơ học tập của học sinh, sinh viên tại Việt Nam và những ý kiến đề xuất cũng được đề cập trong bài viết.
... Likewise, students with MAv orientation try to refrain from incompetence with task-centered or intrapersonal nature while those with PAv orientation seek to refrain from incompetence with a normative nature [6]. Since the distant past, achievement goal orientations have been a concern of research studies both internationally [4], [6]- [10] and in Iran [11]- [13]. However, rural students' goal orientation development has been evidently overshadowed by their urban counterparts' [14] in previous research. ...
... Likewise, Miller [4] underscored the centrality of AGT as a theory mainly drawn upon in educational settings and in various fields to shape studies targeting learner goals. The primary assumption endorsed by AGT is that in order to fathom out students' motivation and behaviors associated with achievement, one needs to probe into purposes for students' involvement in particular academic work [10]. Similarly, Papaioannou et al. [21] posited that the basic assumption in AGT is that individuals are organisms with planned and goal directed behavior, and function in a rational way. ...
The study aimed to examine rural high schoolers’ achievement goal preferences and the potential gender variations in a neglected rural context in Iran. To this end, a sample of 252 high schoolers answered Elliott and Murayama’s (2008) Achievement Goal Questionnaire-Revised (AGQ-R). Quantitative results indicated the prevalence of mastery approach (MAp) and performance approach (PAp) goals, followed by performance avoidance (PAv) and mastery avoidance (MAv) goals. Further, an examination of gender differences indicated no significant differences between male and female high schoolers in their adoption of MAp, PAp and MAv goals. However, a significant difference was observed between male and female students in their resort to PAv goal. Results may have implications for different individuals in educational settings such as educational authorities, teachers, and counselors as well as researchers.
... More generally, mastery goals orientation can be said to refer to a purpose of personal development and growth that guides achievement-related behavior and task-engagement (Ames, 1992a). Students' endorsement of mastery goals orientation has been regularly found to be associated with positive outcomes such as self-efficacy, persistence, preference for challenge, self-regulated learning, positive affect and well-being (Kaplan, Middleton, Urdan, & Midgley, 2002b;Midgley, 2002;Pintrich, 2000a;Urdan, 1997). ...
... However, a few studies did not find such negative characteristics. Moreover, whereas some studies found no associations between performance goals orientation and positive outcomes, others have found weak or even moderate associations between this orientation and variables such as self-efficacy, use of effective learning strategies, grades, and positive attitudes and affect (Urdan, 1997). In recent years, some researchers argued that performance goals could be beneficial in certain contexts (e.g., a competitive college setting) and for older students (Harackiewicz et al., 2002b;Pintrich, 2000a). ...
There is controversy on the conditions under which cooperative learning methods can improve academic achievement. Group-specific motivational aspects might contribute to the effectiveness of cooperative learning among which classroom goal structures were focused on. More specifically, the study aimed at investigating the efficiency of cooperative writing technique through performance versus mastery-oriented classroom goal structures in improving academic writing of Iranian intermediate EFL learners. To this end, 83 intermediate EFL learners took part in this quasi-experimental pretest, post-test study. The participants were required to write a 5-paragraph essay for pretest and post-test. The collected data was analyzed based on an analytic writing rubric (Hedgcock & Leftkowitz, 1992). The results of one-way ANOVA tests indicated that the experimental group which practiced cooperative writing through performance goal orientation outperformed the individual and mastery-oriented classes. It was concluded that performance goal orientation, between-groups competition, and extrinsic motivation, can help EFL teachers in setting a more effective classroom structure for cooperative writing practices to improve the writing proficiency of L2 learners.
... More generally, mastery goals orientation can be said to refer to a purpose of personal development and growth that guides achievement-related behavior and task-engagement (Ames, 1992a). Students' endorsement of mastery goals orientation has been regularly found to be associated with positive outcomes such as self-efficacy, persistence, preference for challenge, self-regulated learning, positive affect and well-being (Kaplan, Middleton, Urdan, & Midgley, 2002b;Midgley, 2002;Pintrich, 2000a;Urdan, 1997). ...
... However, a few studies did not find such negative characteristics. Moreover, whereas some studies found no associations between performance goals orientation and positive outcomes, others have found weak or even moderate associations between this orientation and variables such as self-efficacy, use of effective learning strategies, grades, and positive attitudes and affect (Urdan, 1997). In recent years, some researchers argued that performance goals could be beneficial in certain contexts (e.g., a competitive college setting) and for older students (Harackiewicz et al., 2002b;Pintrich, 2000a). ...
There is controversy on the conditions under which cooperative learning methods can improve academic achievement. Group-specific motivational aspects might contribute to the effectiveness of cooperative learning among which classroom goal structures were focused on. More specifically, the study aimed at investigating the efficiency of cooperative writing technique through performance versus mastery-oriented classroom goal structures in improving academic writing of Iranian intermediate EFL learners. To this end, 83 intermediate EFL learners took part in this quasi-experimental pretest, post-test study. The participants were required to write a 5-paragraph essay for pretest and post-test. The collected data was analyzed based on an analytic writing rubric (Hedgcock & Leftkowitz, 1992). The results of one-way ANOVA tests indicated that the experimental group which practiced cooperative writing through performance goal orientation outperformed the individual and mastery-oriented classes. It was concluded that performance goal orientation, between-groups competition, and extrinsic motivation, can help EFL teachers in setting a more effective classroom structure for cooperative writing practices to improve the writing proficiency of L2 learners.
... The two main bodies of literature discussed here include (1) grades as motivators and (2) grading systems. The first section, which examines grades as motivators, discusses grades as intrinsic and extrinsic motivators (Deci, 1975;Reeve, 2001;White, 1959), numerous functions of grades (Covington and Mueller, 2001;Leonard, 1968), achievement goal theory (i.e., Kaplan, Middleton, Urdan, and Midgley, 2002;Urdan, 1997;Midgely et al., 1998), and the positive and negative consequences of grades (i.e., Cleary, 1990;Condry, 1977Condry, , 1987Deci and Ryan, 1987;Mandrell, 1997;Ryan and Connell, 1989;Skinner and Belmont, 1993). This section sets the stage for the more specific topic of grading systems, which discusses a variety of approaches used to evaluate students (Gallagher, 1998;Hendrickson and Gable, 1999;Venn, 2000) and studies that have investigated how motivation plays a specific role in how grades are presented to students (Bressette, 2002;Cullen et al., 1975). ...
... Understanding the premise of achievement goal theory (AGT) provides further illumination. AGT suggests that a student's behaviors related to both achievement and motivation can be understood by examining the reasons they adopt while engaged in academic work (Ames, 1992;Dweck and Legget, 1988;Urdan, 1997). In essence, one of two messages is demonstrated in the classroom dependant upon whether the environment promotes performance or mastery goals (Ames, 1992;Pintrich, 2000). ...
This study examined how particular grading systems motivate students. Since competency-based grading and point systems are most prevalent (Hendrickson and Gable, 1999), the current study is modeled around these systems. The grading systems used for this study were divided into two categories and defined as those students who earned their grades ("earners") and those who maintained their grades ("maintainers"). The earners started the semester with 0 points and added points with each graded assignment, whereas the maintainers were given the maximum number of points available for the course at the beginning of the semester and then subtracted points from this overall total as they lost points on a graded assignment. The earners received positive incentives (i.e., the addition of points), whereas the maintainers received negative incentives (i.e., the subtraction of points). It was hypothesized that students who received negative incentives would exhibit higher levels of motivation than those who received positive incentives. Quantitative and qualitative methodologies were used to test the hypothesis. Although the quantitative results of this study marginally support the hypothesis, the qualitative results illuminate how the different incentives motivated students differently. The maintainers were driven by satisfaction (i.e., saw grading practices as fair; liked starting with an A), unfamiliarity (i.e., had to learn a new grading system), stress, and punishment (i.e., the threat of losing points). On the other hand, the earners were motivated by familiarity (in that they were used to the grading system used) and rewards. Implications of this study are also discussed.
... Mastery goals, as grounded on selfimprovement, are positively associated with adaptive learning outcomes across various subjects and age groups (e.g., Anderman & Midgley, 1997;Kaplan, Middleton, Urdan, & Midgley, 2002;Roeser, Midgley, & Urdan, 1996;Wolters, 2004). Specifically, mastery orientations have been consistently found to be positively related to behavioral and emotional engagement (Gonida, Kiosseoglou, & Voulala, 2007;Gonida,Voulala, & Kiosseoglou, 2009), perceived emotional and instructional support by the teacher (Patrick, Kaplan, & Ryan, 2011;Sideridis, 2007), academic self-concept (Skaalvik & Skaalvik, 2013), cognitive and metacognitive strategy use, interest, preference for challenging tasks, persistence, and positive attitudes towards school (Ames, 1992;Urdan, 1997). Nevertheless, there are some studies where the association of mastery goals with achievement or test performance was not supported by the empirical data (e.g., Elliot & Church, 1997;Elliot & McGregor, 1999;Senko & Miles, 2008). ...
... In regard to mastery goal orientation, the linear relationship with achievement, as asymmetry factor, was not observed in some cases such as mathematics in fifth grade and ancient and modern Greek in eighth grade, although it was confirmed for the total sample. This is not surprising since mastery goals have not been consistently found as positive predictors of achievement (e.g., Urdan, 1997). Further, achievement is a multi-dimensional outcome including cognitive, behavioral, motivational and emotional factors. ...
The present study used Achievement Goal Theory (AGT) as theoretical framework and examined the role of mastery and performance goals, both performance-approach and performance-avoidance, on school achievement within the nonlinear dynamical systems (NDS) perspective. A series of cusp catastrophe models were applied on students’ achievement in a number of school subjects, such as mathematics and language for elementary school and algebra, geometry, ancient and modern Greek language for high school, using achievement goal orientations as control variables. The participants (N=224) were students attending fifth and eighth grade (aged 11 and 14, respectively) in public schools located in northern Greece. Cusp analysis based on the probability density function was carried out by two procedures, the maximum likelihood and the least squares. The results showed that performance-approach goals had no effect on achievement, while the cusp models implementing mastery goals as the asymmetry factor and performance-avoidance as the bifurcation, proved superior to their linear alternatives. The results of the study based on NDS support the multiple goal perspective within AGT. Theoretical issues, educational implications and future directions are discussed.
... Achievement goal theory proposes that students adopt a certain orientation to learning and achievement that is instrumental in motivating learning behaviours. The orientation adopted will, in turn, influence the ways in which a student approaches and responds to academic demands (Ames, 1992;Urdan, 1997). Research on students' achievement goals conducted over the last decades has largely focused on three types of goals: mastery, performance-approach, and performance-avoidance goals. ...
... Performance-avoidance goal orientation has been consistently associated with maladaptive patterns of learning behaviour and negative affect, whereas performance-approach goal orientation has been found to be more positive than performance-avoidance goals, often related to positive outcomes and unrelated to negative ones. More specifically, recent research shows that performance-approach goals can have a positive effect on intrinsic motivation for students who are achievement oriented (Efklides & Dina, 2007;Harackiewicz, Barron, Pintrich, Elliot, & Thrash, 2002;Linnenbrink, 2005;Urdan, 1997). Achievement goal orientation theory does not discuss the motivational effects of FTP and its relation to current short-term goals. ...
The study examined adolescents’ possible selves, namely the most commonly
reported hoped-for and feared selves; second, the differences in possible selves in relation to
gender, place of living (urban/rural), and parents’ educational level and, third, the relations
between possible selves, achievement goal orientations, persistence, and academic
achievement. A total of 1162 mid-adolescents (aged 15-16) of both genders from urban and
rural areas were asked (a) to report their three most important hoped-for and feared selves
that they currently imagined for themselves and (b) to complete a self-report questionnaire
measuring achievement goal orientations and persistence. The two most frequent categories
of hoped-for possible self pertained to career and social relations followed by educational,
material, and personal concerns. The two most commonly listed feared selves pertained to
personal and career followed by social, material, and educational concerns. Significant effects
of gender and place of living on both hoped-for and feared selves were found. Students with
academic or career-related possible selves as their first choice were significantly more masteryoriented
and reported higher persistence as compared to students with other priorities as
regards hoped-for selves. No significant effects of feared possible selves were found.
Key words: Academic achievement, Achievement goal orientations, Persistence, Possible selves
... [31] An idiosyncratic, interior, and psychosomatic enterprise, empowering personages to chase exertion, they recognize to be treasured and ultimately accomplish their goalmouths is acknowledged as achievement motivation. [32,35,37,39] The leading quintessence on the revision of accomplishment impetus were came from David McClelland and Atkinson for the reason that individuals who endeavor for superiority in a ground for the sake of accomplishing and not for particular recompense are well-thought-out to have an extraordinary prerequisite for accomplishment. [26,28,29,37] The cuttingedge line of attack in realization impetus is a "Onion-Ring-Model of Achievement Motivation" that embraces an assortment of proportions that are applicable to attainment at exertion but which are not conservatively observed as being fragment of enactment enthusiasm. ...
... Surrounded by such an atmosphere, manifold astuteness methodologies are also applied in it. [31,32] The dominant resolution of learning is to improve cerebral capabilities and discerning supremacy of apprentices for that reason such platform necessities to geared up an improve thinking capacities of apprentices. Numerous studies exposed that Brain centered Erudition expands speculative attainment, progresses phonological , discerning assistances conforming perilous discriminating, assertion assembly, inventive intelligent, assertiveness towards erudition, bounds juveniles" pressure, engross the brain in erudition progression .[1,3,17,21,23,25,36] ...
This study was undertaken to explore the attitude of university teachers regarding brain-based learning and its effect on achievement motivation of the students at university level. This study was intended to; explore the teachers' attitude towards brain based learning at university level; determine the achievement motivation of the students at university level and investigate the effect of BBL on achievement motivation of the students at university level. This study was descriptive in nature. Random sampling technique was used for this study. In the sample, 311 teachers and 622 students were selected from both public and private universities of Islamabad. Survey method was used and data were collected through two questionnaires. BBL questionnaire was developed by Shelly Klinek (2009) and questionnaire regarding Achievement Motivation, developed by Mclnerney (1997). Findings of this study indicated that teachers rarely practice positive attitude towards brain based learning and students often showed high degree of achievement motivation at university level. Teachers' attitude towards BBL and achievement motivation of students are highly correlated with each-others.
... Therefore, it is likely that several participants in this study spent their time engaging in self-introspection of their career interests and pursuits of information and opportunities. The active engagement of emerging adults in mastering skills and developing competencies amid pandemic crises is consistent with the Achievement Goal Theory (AGT; Ames, 1992;Dweck & Leggett, 1988;Urdan, 1997). It states that the purpose of engaging in any learning activity determines an individual's motivation to learn and engage in achievement-related behaviours. ...
This paper studied the career experiences of emerging adults amid the pandemic and how they make sense of their career identities during this time. Twenty Indian Emerging adults (18–25 years) wrote narratives about their career stories during the pandemic. Using thematic analysis, three key themes of (1) Perceived Impact of Pandemic Crisis on Career Identity, (2) Positive Meaning-Making of Career Identity amid the Crises, and (3) Negative Meaning-Making of Career Identity amid the Crises were identified. The study concluded that despite the negative impact of Covid-19 on career experiences, most emerging adults cognitively reframed negative experiences as positive.
... There are different kinds of goal orientations within achievement goal theory, including mastery or learning goal orientation (referring to a focus on developing mastery of content and trying to understand content to gain new skills, with a focus on improving oneself), as well as performance goal orientation (referring to learning content based on the intention of doing better than others or judging one's performance against others; Meece et al., 2006). Learning goal orientation is generally considered an adaptive motivational approach (Kaplan et al., 2002), and extensive research has linked learning goal orientation to academic performance (for a review, see Urdan, 1997). ...
While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.
... Achievement goal orientation was developed specifically to explain achievement motivation and behavior. The achievement goal examines the purpose or reason for performing an achievement task and the criteria they establish to evaluate their competence or success in the task (Urdan, 1997). Achievement motivation is known to be an important determinant of academic achievement (eg, Robbins et al., 2004;Hattie, 2009;Plante et al., 2013;Wigfield et al., 2016). ...
In this study, it is aimed to examine the variables that affect the achievement orientation of university students with logistic regression analysis. Gender, age, education program of university students, academic grade point average, order of preference for university entrance, mother's education level and father's education level constitute the independent variables with demographic content. Enjoying learning new information and working in a job in daily life, the desire to prove their current abilities, the desire to be better than their peers in education and business life, academic ideal and physical disability are other independent variables in the research. The “2x2 Achievement Orientations Scale Revised Form” developed by Elliot and Murayama (2008) and adapted into Turkish by Arslan and Akın (2014) was used to determine students' achievement orientations. The population of the research consists of undergraduate students of Recep Tayyip Erdogan University. The sample of the study consists of 155 students determined by the purposive sampling method. In the study, logistic regression analysis was used to determine the variables that predict the success orientation of university students. As a result of the analysis, it was seen that university students' mother’s education level and the desire to prove their current skills were the predictors. It has been determined that the desire to be better than their peers in educational life and the high academic achievement averages are other predictive variables that affect success orientation. It was concluded that other variables (age, gender, preference, father education, enjoying learning new information, having an academic ideal, working in a job in daily life, physical disability) did not make a significant difference on the predicted variable.
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... There has been a recent surge in studies on a wide array of motivations from both achievement goal theory and expectancy-value model (e.g., Conley, 2012;Plante, O'keefe, & Théorêt, 2012). Within achievement goal theory (Dweck & Leggett, 1988;Elliot, 1999), two main reasons for learning, or goal orientations, have been studied: Students either adopt goals focused on learning and developing (mastery goal orientations) or focus on outshining and besting others (performance goal orientations) (Ames, 1992;Pintrich, 2000;see Anderman & Wolters, 2006;Urdan, 1997, for reviews). Students can approach or avoid these goals. ...
This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu & Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.
... Moreover, the contributions focus on different educational settings such as elementary and secondary schools (Watt et al., 2021), middle and high schools (Dicke et al., 2021;Holzberger & Prestele, 2021;Lazarides & Schiefele, 2021;Thommen et al., 2021), vocational schools (Lauermann & Berger, 2021), and institutions of higher education (Daumiller et al., 2021). On a theoretical level, the presented studies are grounded in most relevant theoretical frameworks including situated expectancy-value theory , achievement goal theory (Harackiewicz et al., 2002;Pintrich et al., 2003;Urdan, 1997), social cognitive theory (Bandura, 1997), and self-determination theory (Deci & Ryan, 2002 special issue is not only a reflection of theoretical and empirical advancements over the past decade, but also suggests thematic and methodological directions for future research. ...
... Previous work has examined interview data through a similar lens with respect to student perceptions (Urdan, 2004), as well as the importance of student's perceptions of their learning environment on disposition in mathematics (Pampaka & Williams, 2016). Wolters (2004, p. 236) explains that ' Achievement goal theory proposes that students' motivation and achievement-related behaviours can be understood by considering the reasons or purposes they adopt while engaged in academic work (Ames, 1992;Dweck & Leggett, 1988;Urdan, 1997)'. Since its inception in the 1980s, achievement goal theory has grown to become one of the most popular theories of motivation (Anderman & Wolters, 2006;Pintrich, 2000). ...
This paper reports on data obtained during semi-structured interviews with students who had recently experienced a guided inquiry approach to learning ordinary differential equations (ODEs) in a service-taught module. Previous research identified the strengths and weaknesses of similar cohorts of students. The results from that research informed the design of an intervention (15 guided inquiry tutorials) which sought to improve the outcomes for students taking a subsequent version of the module. This paper reports on the data gathered during interviews with these students that describe their perceptions of the guided inquiry approach used. The students noticed the change in emphasis toward conceptual understanding that the intervention was trying to instil. They cited the change in questioning style most frequently as being where they saw this change, but also noted the prevalence of group work and change in interaction pattern as keys to its success. Thus, by probing students’ opinions in this way, we find validation for a guided inquiry approach to teaching ordinary differential equations in third level that emphasizes active learning and lateral interactions among students. The students’ personal goal orientation and the goal structure of the learning environment are also discussed.
... Studies have shown that individuals with a higher self-efficacy achieve a greater academic success than those with lower self-efficacy scores (Urdan, 1997). A number of correlational studies pointed out that self-efficacy correlated positively with different language skills. ...
The purpose of this study was to investigate the effectiveness of a treatment based on self-monitoring strategy in developing English spelling accuracy and self-efficacy of EFL primary school pupils with attention deficit hyperactivity disorder (ADHD). The sample of the study consisted of one hundred nineteen fourth grade pupils at Mohamed Hassan Alzayat primary school in Damietta Governorate. The two groups progress-post test quasi-experimental design was used. The instruments of the study included the diagnostic battery of children with ADHD prepared by Abd Alrahman Said Soliman and Mahmoud Mohamed El-Tantawe, the progress-post spelling accuracy tests and the pre-post spelling self-efficacy scale. The results of the study revealed that the self-monitoring strategy significantly developed English spelling accuracy and self-efficacy of both ADHD pupils and their normal peers.
... Elliott & Dweck (1988, p11) define that "an achievement goal involves a program of cognitive processes that have cognitive, affective and behavioral consequence". This theory suggests that students' motivation and achievement-related behaviors can be easily understood by the purpose and the reasons they adopted while they are engaged in the learning activities (Dweck & Leggett, 1988;Ames, 1992;Urdan, 1997). Some of the studies believe that there are four approaches to achieve a goal, i.e., mastery-approach, mastery avoidance, performance approach, and performance-avoidance (Pintrich, 1999;Elliot & McGregor, 2001;Schwinger & Stiensmeier-Pelster, 2011, Hansen & Ringdal, 2018Mouratidis et al., 2018). ...
The aim of the study is to identify the factors affecting students’ satisfaction and performance regarding online classes during the pandemic period of COVID–19 and to establish the relationship between these variables. The study is quantitative in nature, and the data were collected from 544 respondents through online survey who were studying the business management (B.B.A or M.B.A) or hotel management courses in Indian universities. Structural equation modeling was used to analyze the proposed hypotheses. The results show that four independent factors used in the study viz. quality of instructor, course design, prompt feedback, and expectation of students positively impact students’ satisfaction and further student’s satisfaction positively impact students’ performance. For educational management, these four factors are essential to have a high level of satisfaction and performance for online courses. This study is being conducted during the epidemic period of COVID- 19 to check the effect of online teaching on students’ performance.
... vor allem, wenn diese mit Rückschlägen oder Leistungseinbrüchen konfrontiert werden (Ames, 1992). Schwache und mittlere Zusammenhänge können zwischen Leistungszielorientierung und Selbstwirksamkeit, dem Einsatz von prüfungsförderlichen Lernstrategien und optimistischen Einstellungen gegenüber Leistungssituationen festgestellt werden (Elliot, 1999;T. Urdan, 1997). Elliot und Church (1997, S. 227) Lernstrategien. Schüler*innen und Studierende, die eine stärker ausgeprägte Lernzielorientierung haben, lernen eher, was sie interessiert und investieren in diese Themen mehr Zeit. Sie verfolgen somit ihre eigene Lernagenda und lernen dabei vertiefter und nachhaltiger als Studierende mit einer geringen ...
In diesem Buch werden die Ausprägungen von Zielorientierungen sowie der Zusammenhang zwischen Zielorientierungen und Studienerfolgsindikatoren für insgesamt 14.000 befragte Studierende an zwei deutschen und zwei vietnamesischen Universitäten untersucht. Mit dieser bisher nicht vorhandenen vergleichenden Analyse gewährt das Buch einen Einblick in die Motivation von Studierenden zweier wichtiger Hochschulmärkte. Darüber hinaus bietet es einen umfassenden Vergleich der Hochschulsysteme Vietnams und Deutschlands sowie einen aktuellen Überblick zum Stand der Studienerfolgsforschung und der Zielorientierungstheorien. This book examines the characteristics of achievement goals as well as the relationship between achievement goals and academic success indicators for a total of 14,000 students surveyed at two German and two Vietnamese universities. With this previously unavailable comparative analysis, the book offers an insight into the motivation of students in two important higher education markets. In addition, it provides a comprehensive comparison of the higher education systems of Vietnam and Germany as well as an up-to-date overview of the state of the art in academic success research and goal orientation theories.
... The goal structure which is emphasized in a classroom or with regard to a single learning task has been shown to affect students' goal orientations and learning processes of self-regulated learning. Goal orientation describes to which achievement goals learners are oriented and, thus, why they engage in achievement situations (e.g., Ames, 1992;Urdan, 1997). Goal orientations have been conceptualized both as enduring and cross-situational dispositions that exert their influence in various achievement situations (which is sometimes referred to as 'trait', e.g., Kaplan & Maehr, 2007), and purposes that are specific to a given achievement situation (which is sometimes referred to as 'state', e.g., Kaplan & Maehr, 2007). ...
Having students write learning protocols is an established follow-up task to course work that elicits processes of self-regulated learning. To date, a wealth of research has focused on optimizing the learning protocol task itself by integrating instructional support measures such as prompts. By contrast, research that focuses on optimizing the context in which learning protocol writing is embedded is widely missing. In the present study, we approached this gap by focusing on the role of the contextual factor goal structure. Specifically, in an experiment with N = 166 high school students we tested whether embedding the learning protocol task in a mastery goal structure would be more beneficial than embedding it in a performance goal structure. The mastery goal structure fostered metacognitive processes, learning outcomes, and learning efficiency. We conclude that considering contextual factors such as the goal structure is crucial for understanding and optimizing the effects of learning protocols.
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... ) ". Embora os termos descritos dos padrões de orientação dos objectivos das teorias de objectivos defiram, há um acordo de base na natureza dos objectivos(Pintrich & Shunk, 2002;Urden, 1997). de aprendizagem(Altman, 2004, p. 88). ...
With this work we questioned the adolescent’s development based on the way he
organizes his emancipation, having in mind his cognitive-motivational and vocational
resources.
According to researches already done, the adolescent develops resilience which
allows him to produce a positive outcome or reduce or avoid a negative one, when
living a risky situation. The resilience allows him to concentrate on the understanding
of a healthy development, in spite of the exposure to risk. The self-esteem is
considered a promoter of resilience.
Thus, we pretended to study the relationship among the Learning Adaptative
Patterns (cognitive-motivational component), the Vocational Hope (vocational
component) and the Self-esteem.
An empiric study was developed with a group of 232 adolescents that attended the
10th and 11th year of a Secondary School.
We did not identify the existence of a relationship between the Learning Adaptative
Patterns, at a global level, and the Self-esteem. We identified a relationship between
the auto-efficacy, one of the elements of the Learning Adaptative Patterns, and the
Self-esteem. It was proved the existence of a relationship between the Vocational
Hope and the Self-esteem, which fits the hypothesis we formulated.
... Students' excitement, interest and effort to learn are the main factors of learning motivation (Crump, 1995). It is thought that the motivation level of students to learn a course is specific to that course, and has different motivation levels for different courses (Boekaerts & Simons, 1995;Urdan, 1997). ...
This research aims to develop a valid and reliable scale to determine the motivation levels for learning. Within the scope of this aim, the study was conducted on Exploratory Factor Analysis (EFA) and the Confirmatory Factor Analysis (CFA) at a University level with the participation of 1081 undergraduate pre-service science teachers in Turkey. EFA results show the scale consists of 22 items which are grouped under 3 factors which are Self-Efficacy, Appreciation-Reward, and Value of Learning Physics. The total variance explained by the factors is 53.448%. Cronbach alpha coefficient was found to be .911 for the whole scale. The findings suggest the Motivation Scale towards Physics Learning (MSPL) is a good tool that researchers and instructors can use to efficiently assess students’ motivation to learn physics in universities.
... Apart from this, work avoidance goals were negatively related to student learning. This corresponds to findings showing that higher work avoidance goals are accompanied by less effort (Urdan, 1997) as well as less interest in teaching and contempt of help and support (Retelsdorf et al., 2010;Nitsche et al., 2011), factors which can ultimately result in lower student learning. The hypothesis on the association of relational goals with the overall assessment of teaching quality could not be confirmed. ...
The present study examines the achievement goals of university instructors, particularly the structure of such goals, and their relationship to biographic characteristics, other aspects of instructors’ motivation, and teaching quality. Two hundred and fifty-one university instructors (184 without Ph.D., 97 with Ph.D., thereof 51 full professors; 146 males, 92 females) answered a questionnaire measuring achievement goals, self-efficacy, and enthusiasm in altogether 392 courses. Teaching quality was assessed using reports from 9,241 students who were attending these courses. Confirmatory factor analyses revealed mastery, performance approach, performance avoidance, work avoidance, and relational goals as being distinguishable from each other. Distinct relationships were found between different instructors’ achievement goals, and gender, age, and career status as well as self-efficacy and enthusiasm. Hierarchical linear models suggested positive associations of instructors’ mastery goals with teaching quality, while negative associations were indicated for performance avoidance goals and work avoidance goals in relation to teaching quality. Exploratory analyses conducted due to a quite large correlation between performance approach and performance avoidance goals indicated that for university instructors, differentiating performance goals into appearance and normative components might also be adequate. All in all, the study highlights the auspiciousness of the theoretical concept of university instructors’ achievement goals and contributes to making it comprehensively accessible.
... In general, it has been found that it is desirable to be mastery-approach oriented, as this orientation is usually positively correlated with many other desirable characteristics, such self-efficacy, interest, effort and persistence, retention of material learned and transfer of problem-solving strategies, so name a few (Anderman & Young, 1994;Bereby-Meyer & Kaplan, 2005;Cho, Weinstein, & Wicker, 2011;DeBacker & Nelson, 2000;Elliot, McCregor, & Gable, 1999;Elliot & McGregor, 1999;Patrick & Yoon, 2004). The evidence regarding performance-oriented goals is inconclusive (Harackiewicz, Barron, & Elliot, 1998;Urdan, 1997). When performance-approach goals were coupled with masteryapproach goals, they too led to desirable outcomes (Pintrich, 2000). ...
Studies that investigated the relations between the environment and students’ motivation to engage with science have typically looked at the state of students’ motivation at a given time and its relations with the environment. This study took a different perspective; it looked at the changes to students’ motivation to engage with science that occurred over a school year and investigated what drove these changes. According to goal orientation theory, students typically shift their personal goal orientations towards their perceptions of the goal emphases of their environment. For example, if students perceive their science teachers as highly emphasizing mastery orientation, they are likely to become more mastery oriented towards science with time. However, different environmental influences, such as parents, peer, teachers, and general school culture, push and pull the students in different directions. Using survey data gathered from Israeli adolescents that came from low SES backgrounds, we demonstrated that any shift in students’ mastery orientation towards science was not related to their perceptions of the environmental emphases, but rather to the differences they perceived between the environment and themselves. In addition, we identified which environmental influences were stronger predictors of shifts in students’ mastery orientation towards science. These results help to clarify the influence of the environment on students’ motivation to engage with science, can help understand why interventions may sometimes lead to counter-intuitive results, and can provide the basis for a model that may be useful for predicting how students’ motivation for science may change over a school year.
... Mientras que la orientación a metas de dominio ha sido asociada a diferentes creencias y comportamientos académicos altamente adaptativos -mayor persistencia y dedicación al abordar tareas desafiantes, mayor empleo de estrategias cognitivas profundas, más alta autoeficacia académica o la atribución del éxito académico al esfuerzo más que a la capacidad (Pintrich, 2000;Urdan, 1997)-, la investigación que ha asociado creencias y comportamientos académicos a la orientación a metas de rendimiento ha sido, en términos generales, menos consistente. Esto puede deberse, en parte, a que los investigadores no siempre han utilizado una clara distinción entre las orientaciones de aproximación y las de evitación del rendimiento. ...
Introducción. La orientación a metas de los estudiantes puede estar influenciada, entre otros factores, por los comportamientos que componen los estilos educativos de los padres y las madres. De acuerdo con investigaciones previas, las dimensiones del comportamiento materno tendrían una influencia mayor en los adolescentes que las dimensiones de los padres. En consecuencia, los objetivos de este estudio fueron: 1) categorizar los comportamientos maternos percibidos por los/as estudiantes de Educación Secundaria Obligatoria (ESO); y 2) explorar la incidencia de los comportamientos maternos percibidos en la orientación a metas académicas de sus hijos/as.Método. En esta investigación participaron 255 estudiantes de 4º de ESO con edades comprendidas entre los 14 y 18 años de la provincia de A Coruña, España. Se empleó la versión en castellano del Children’s Report of Parental Behavior Inventory (CRPBI) para estudiar los comportamientos maternos percibidos y el Cuestionario de Metas Académicas para establecer la orientación a metas académicas de los participantes.Resultados: El análisis factorial de las respuestas al CRPBI ha diferenciado 7 dimesiones del comportamiento maternal. Los comportamientos maternos categorizados como sobreprotección y evaluación positiva y apoyo se relacionarían positivamente con la orientación a metas de aprendizaje de los/as hijos/as. La dimensión de evaluación positiva y apoyo también contribuiría a la explicación de las metas de aproximación al rendimiento mientras que el empleo de castigos contribuiría a la adopción de metas de evitación del rendimiento. Los comportamientos maternos categorizados como control/posesividad y negligencia/permisividad se relacionarían positivamente con la orientación a metas de aproximación al rendimiento.Discusión y conclusiones. Los resultados de este estudio ponen en evidencia la importancia de los comportamientos maternos percibidos en la elección de metas de orientación al aprendizaje y de aproximación al rendimiento. Deberían promoverse comportamientos como la evaluación positiva y el apoyo para favorecer que los estudiantes de ESO se orienten hacia este tipo de metas académicas.
... Realization of individual self-merged with ethical ideologies creates a significant impact in the accomplishment of desired organizational goals. The exploration of the twin wings of idealism & relativism establishes bondage of ethical principles tied with trait goal orientations (Urdan, 1997). An interconnectivity relationship between idealism-relativism-trait goal orientation-ethical dimensions is being drawn in the in Figure 1, which postulates that goal oriented behavior is an inevitable phenomenon in the analysis of ethical orientation. ...
Background: Business ethics is the doorbell in management literature and for business houses today. The essence of human values is quite pertinent for long term sustenance of organizations. Understanding business ethics and its relevance in recent times is the most calling global challenge across organizations. The objective of the study is to explore and investigate the prominent domains and items that may be considered on the relevance, applicability and rationale of business ethics viz. Domain A: Employee Goals for Business Ethics, Domain B: Diversity Management, Domain C: Entity Value on Decision making, Domain D: Legal Perspectives of Business, E: Diversified Ethics with Gender Differentiation. The paper ultimately aims towards developing a scale for finding conclusive remarks in certain identifiable areas within the field of Business Ethics. The main source of conceptualizing the domains is formulated with related literature and the Experts opinion comprising both academicians and practicing managers in the industry in Kolkata as well as across the country through primary and secondary collection methods.
... Studies have shown that individuals with a higher self-efficacy achieve a greater academic success than those with lower self-efficacy scores (Urdan, 1997). A number of correlational studies pointed out that self-efficacy correlated positively with different language skills. ...
... For the second research question, we investigated the tacit reasoning that explained individual student's patterns of help seeking or avoidance. Our study of individual students suggested that the trichotomy (mastery, performance avoidance, and performance approach) used to classify students' help-seeking goals (e.g., Elliot & Hulleman, 2017;Urdan, 1997) may be too simplistic to explain the complexity of students' reasoning about whether or not to seek help. Rather, our study suggests that some students pursue multiple goals simultaneously, and, in some contexts, students perceive tension between these goals that directs them away from seeking help when they need it. ...
... Anderman and his colleagues proposed a theoretical model to explain what motivates students to engage in AD (Anderman and Danner 2008;Murdock and Anderman 2006). This model is based on merging achievement goal theory (Urdan 1997), expectancy value theory (Wigfield and Eccles 2000), and self-efficacy theory (Bandura 1997). All three of these theories have been supported by decades of research. ...
A total of 1,390 university students from five public Moldovan universities completed a survey reporting their experiences and beliefs with respect to 22 types of academic misconduct. An interpretable five-factor solution to the frequencies of these behaviors accounted for more than half of the total variance. The two most reliable predictors were 1) how often students witnessed other students engage in these behaviors, and 2) perceived acceptability of the behaviors. Demographic predictors of these behaviors (gender, academic specialty, year in school, institution, grade average, and scholarship status) predicted minimal variance. Implications and limitations of the findings are discussed.
... Theoretical Foundations This study was informed by theories associated with achievement goals (Ames, 1992) and the appraisal process (Lazarus, 1991) related to success and failure experiences. An achievement goal refers to the reason an individual is pursuing a task (Pintrich & Schunk, 1996), and is the criteria individuals use to evaluate the outcome of their performance (Urdan, 1997). There are two types of achievement goal orientations: task (focusing on mastery) and ego (focusing on "favorable normative standing among peers; " Fry & Newton, 2003, p.51). ...
... There has been a recent surge in studies on a wide array of motivations from both achievement goal theory and expectancy-value model (e.g., Conley, 2012;Plante, O'Keefe, & Théorêt, 2012). Within achievement goal theory (Dweck & Leggett, 1988;Elliot, 1999), two main reasons for learning, or goal orientations, have been studied: Students either adopt goals focused on learning and developing (mastery goal orientations) or focus on outshining and besting others (performance goal orientations) (Ames, 1992;Pintrich, 2000;see Anderman & Wolters, 2006;Urdan, 1997, for reviews). Students can approach or avoid these goals. ...
This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu & Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.
... Frameworks and theories from these fields can help us to understand the factors that influence implementation [9][10][11][12][13][14][15][16][17][18][19]. One widely cited, evidence-based framework is iPARIHS [17], which identifies four key domains that can be used to determine why an intervention may or may not be successful: the innovation, the recipient, the context, and the facilitation [17]. ...
Background
Audit and feedback interventions may be strengthened using social interaction. The Calgary office of the Alberta Physician Learning Program (CPLP) developed a process for audit and group feedback for physicians. This paper extends previous work in which we developed a conceptual model of physician responses to audit and group feedback based on a qualitative analysis of six audit and group feedback sessions. The present study explored the mediating factors for successfully engaging physician groups in change planning through audit and group feedback.
Methods
To understand why some groups were more interactive than others, we completed a comparative case analysis of the six audit and group feedback projects from the prior study. We used framework analysis to build the case studies, triangulated our observations across data sources to validate findings, compared the case studies for similarities and differences that influenced social interaction (mediating factors), and thematically categorized mediating factors into an organizing framework.
Results
Mediating factors for socially interactive AGFS were a pre-existing relationship between the program team and the physician group, projects addressing important, actionable questions, easily interpretable data visualization in the reports, and facilitation of the groups that included reflective questioning. When these factors were in place (cases 1, 2A, 3), the audit and group feedback sessions were dynamic, with physicians sharing and comparing practices, and raising change cues (such as declaring commitments to de-prescribing, planning educational interventions, and improving documentation). In cases 2C–D, the mediating factors were less well established and in these cases, the sessions showed little physician reflection or change planning. We organized the mediating factors into a framework linking the factors for successful sessions to the conceptual model of physician behaviors which these mediating factors drive.
Conclusions
We propose the Calgary Audit and Feedback Framework as a practical tool to help foster socially constructed learning in audit and group feedback sessions. Ensuring that the four factors, relationship, question choice, data visualization, and facilitation, are considered for design and implementation of audit and group feedback will help physicians move from reactions to their data towards planning for change.
... In this latter approach, people have either primarily a mastery-goal approach to competence, with their own standards for achievement, or a performance-goal approach, in which they seek to perform better than others. The achievement goals approach further distinguishes masteryapproach goals (e.g., increasing learning) from mastery-avoidance goals (e.g., striving to avoid errors) and performance-approach from performance-avoidance goals (see Elliot and McGregor 2001;Urdan 1997). In the achievement-goal approach, then, the emphasis is on the type of competence one hopes to achieve (mastery or performance), and whether behavior is directed toward achieving that competence goal (approach) or avoiding failure in achieving that goal (avoidance). ...
Children’s motivation to master challenging tasks is an important predictor of school success, and yet, such motivation declines during adolescence. It is therefore important to identify ways to intervene to reduce this decline. One malleable factor that is associated with motivation is parenting. The present study used structural equation modeling (SEM) to predict Hungarian seventh graders’ (n = 296) school grades from both youths’ and mothers’ perceptions of parenting (care/warmth, support of youths’ volitional functioning, and support of youths’ independence) and mothers’ and youths’ perceptions of the youths’ mastery motivation. Youth-rated parental care/warmth predicted youth ratings of their motivation, and mother-rated parental care/warmth predicted maternal ratings of their youth’s motivation (both of which predicted youth achievement). In addition, youth-rated parental independence encouragement predicted mother-rated motivation and both directly and indirectly predicted school achievement. In contrast, maternally rated volitional support predicted both youth-rated and maternally rated motivation, which, in turn, both predicted higher achievement. Results suggested that it is important to go beyond youth report in assessing parenting and motivation, in that results differed depending on rater. Nevertheless, despite some rater differences, findings highlighted the importance of parental care/warmth and volitional support in mastery motivation, and of mastery motivation in achievement. © 2018 Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Nature B.V.
... Studies have identified that when an individual fail to fit to the environment showed decline in academic performance, school adjustment, well-being, decreased academic value and interest (Anderman & Anderman, 1999;Eccles & Roeser, 2009). Urdan (1997) confirmed that students goal orientation demonstrated variation in their achievement behaviour. Dweck (1986) suggested that the endorsement of certain goals is associated with different patterns of coping style and emotions. ...
... It was developed following the growing interest of researchers in the achievement of specified goals. 28 Ames' research has revealed that learners who work alone, in competition or cooperation may assign different intentions or goals to a task. Their objectives influence the way the learners act and see both success and failure. ...
The purpose of this research was to study the impact of project-based learning and information and communication technologies on students’ motivation. Two second-year classes in electrical engineering at the University Tahri Mohamed in Béchar, Algeria, were involved in the study. The experiment compared the level to which one class of students mastered goals without the use of information and communication technologies, to the mastery achieved by a second class which participated in a tutorial that has a technological tool built into the project-based approach. The subject of power electronics was chosen for this study because of its different knowledge, which is strongly represented in difficult learning contents for students.
A questionnaire about motivation was used to collect data within an experimental research plan. After three months of conducting the study, the results demonstrated that the integration of the tutorial with the project-based approach is likely to increase students’ motivation to learn and to master the subject of power electronics.
... Furthermore, with the exception of some studies yielding null academic-achievement effects (i.e., no perceivable impact; see Daniels et al., 2008 ), they have routinely been associated with achievement-related positive outcomes, such as (a) deeper and more organized processing of information and classroom work (see Brdar et al., 2006 ;Covington, 2000 ;Elliot et al., 1999 ;Rozendaal et al., 2001 ); (b) effort and tenacity in the face of challenges (see below); and (c) motivation and interest in the educational material (cf. Urdan, 1997 ). Although studies on the achievement effects of mastery goals have not always demonstrated signifi cant direct positive impact on grades (e.g., Harackiewicz et al., 2000 ), there have been many notable exceptions. ...
... Achievement goals theory (Elliot, 1997;Urdan, 1997) focuses on the reasons students have for engaging or not in a learning situation (see also Kaplan & Maehr, 2002). Initially, two main categories of achievement goals were distinguished: mastery (also known as learning goals) and performance (Dweck, 1986). ...
... Achievement goals theory (Elliot, 1997;Urdan, 1997) focuses on the reasons students have for engaging or not in a learning situation (see also Kaplan & Maehr, 2002). Initially, two main categories of achievement goals were distinguished: mastery (also known as learning goals) and performance (Dweck, 1986). ...
The aim of the present study was to examine the effect of an intervention program -based on the IMPROVE guidance for metacognitive judgments- on fourth-grade students (n = 13), compared to a control group (n = 13) that was not exposed to metacognitive guidance. A qualitative analysis was performed on the thinking-aloud process data in the three phases of Self-Regulated Learning (SRL) -planning, monitoring and reflection? while solving a non-routine math problem. The process analysis in each phase focused on SRL statements referring to metacognition (knowledge of cognition and control), motivation (mastery goals and self-efficacy), and metacognitive judgments, namely, ease of learning, judgment of learning, feeling of knowing, and confidence. The findings indicated that students in the intervention program achieved more correct solutions on the non-routine problem than the control group. Moreover, there were differences regarding statements related to SRL and metacognitive judgments in the different SRL phases. The implications of the study are discussed.
... Achievement goal constructs are used as the standards or criteria to judge successful performance (Urdan, 1997). Payne et al. (2007) found the relationship between the goal orientation trait and performance. ...
Motivation is a mechanism through which corporate goals are achieved. Corporate leaders always want a motivated workforce. However, it is a challenge to differentiate people in terms of their motivational potential, which is intrinsic to an individual. In this context, identification of behavioural traits that differentiate individuals' motivational potential becomes relevant. This paper underlines the relevance of motivational potential as a construct. It attempts to identify various behavioural traits that influence the motivational potential of an individual. Based on discussions with working professionals and a detailed review of literature, it proposes a framework consisting of 11 behavioural traits affecting the motivational potential. The outcome of the research would help practicing managers in understanding the behavioural traits related to motivational potential. It would help managers in realising the potential of their employees, which otherwise may remain unrealised. Additionally, this article discusses the practical implications and scope for future research.
... A further distinction is made between goals that focus on an approach or avoid orientations (e.g., see Pintrich, 2000a). An additional goal often included in studies of academic cheating is referred to as an extrinsic goal, wherein the student's goal is to get a good grade (or earn an award), or to avoid a bad grade or punishment (e.g., Urdan, 1997;Wolters, Yu, & Pintrich, 1996). The difference between a performance goal and an extrinsic goal is that in the case of the former, students are concerned about their competence relative to others, whereas with the latter, they are simply concerned about getting a good grade and/or a reward, regardless of what others might think. ...
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students’ achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic policies that enhance positive motivational beliefs (e.g., mastery goals), potentially reducing academic dishonesty. Copyright © The College of Education and Human Ecology, The Ohio State University.
Chapter 2 first provides the related theories and models of SRL that are the theoretical framework of studying motivational regulation. The chapter highlights social cognitive learning theory and two models of SRL based on this theory. One of the models discussed is Zimmerman’s social cognitive model of SRL, which is based on Bandura’s social cognitive learning theory. The other is Pintrich’s general framework of SRL, which also derives mainly from the social cognitive approach. The chapter then emphasizes the development of the related research about motivational regulation. The research contained studies on motivational regulation strategies used by learners and their relationship with other components of SRL as well as academic achievement. The strategies identified in previous studies include attempts to regulate various motivational beliefs and personal interest in the task as well as the students’ management of their affect, environment, and behavior. Motivational regulation helps students to provide effort and persist at academic tasks and to avoid maladaptive academic behaviors. Students’ regulation of motivation is related positively to the more cognitive and metacognitive aspects of students’ SRL. Students’ ability to control aspects of their motivation through the use of various strategies can impact on their academic learning and achievement. Students who use motivational regulation strategies are more likely to get better grades than students who do not regulate their motivation. Other components of SRL, including motivational components and self-regulated learning strategies are also reviewed to offer support for the empirical study of motivational regulation framed in SRL.
This study assessed the combined effects of students’ achievement goal orientations (performance-approach goal and mastery-approach goal) and contextual factors (goal structures and task difficulty) on their performance. Researchers first asked 313 junior students about their achievement goal orientations and then randomly assigned them to one of four experimental conditions, all involving task difficulty × goal structure. A previously developed and validated maze task was used to manipulate task difficulty between low and high, and goal structure between performance and mastery. Performance was measured by the time students needed to complete the maze. Results showed three-way interaction between performance-approach goal orientation, task difficulty, and goal structure. Only students in the performance goal structure showed decreased performance (increased time to solve the maze) as task difficulty increased; the decrease was steeper when students had high performance-approach goal orientation. To understand fully their students’ performance, educators should simultaneously pay closer attention to task difficulty, classroom goal structure, and students’ goal orientations.
Background:
Audit and feedback interventions may be strengthened using social interaction. With this in mind, the Calgary office of the Alberta Physician Learning Program developed a process for audit and group feedback for physician groups. As a part of a larger project to develop a practical approach to the design and implementation of audit and group feedback projects, we explored patterns of physician behavior during facilitated audit and group feedback sessions.
Methods:
Six audit and group feedback sessions were recorded, transcribed, and analyzed thematically to derive a conceptual model of physicians' behaviors during audit and group feedback sessions.
Results:
A predictable cycle of behaviors emerged from audit and group feedback sessions. This cycle would repeat with discussion of each new data element: reacting to the data, questioning and understanding the data, justifying and contextualizing, sharing and reflecting on the data and relevant guidelines, and planning for change. "Change cues" that emerged within groups reliably pivoted the discussion towards action planning.
Conclusions:
In audit and group feedback sessions, physicians display a predictable series of behaviors as they move towards commitment to change. Establishing the meaning and credibility of the data is a necessary precursor to reflection. Group reflection leads to "change cues" triggered by group members, which stimulate action planning.
This research study analyzes the relationships between the General Education/Core Requirement in undergraduate studies, the two educational psychology goals of learning and studying-the performance-based and the mastery-based goals and processes,-and obtaining graduate scholarships and teaching assistantships. Previous research in educational psychology and delimits to the scope of the present study are provided, with highlights on the differences between the two learning styles: the performance-oriented style prioritizes performing well in a given and specific task, while the mastery-oriented technique deems getting the "whole picture" and mastering not just one "line" but everything before it as essential. To highlight these differences, the study draws upon the example at Brigham Young University's (BYU, Provo, Utah) University Core required American Heritage 100 course: the program compares mastery-oriented with the 19 th time Oscar nominated artist Meryl Streep, while artist wanna-be Paris Hilton is likened to performance-oriented, interested mostly in gaining attention. These learning processes are then extended to the entire undergraduate curriculum, not just in one course, but with the 40 or so courses of most undergraduate degrees, where a mastery-oriented style of learning among the various General Education and major classes is prescribed, particularly if the end goal is to pursue graduate studies through scholarships and assistantships. Two campus academic activities at the University of South Carolina Beaufort (the Quality Enhancement Plan "Engaging Minds" and the "Gateway to Interdisciplinary Graduate Studies" conference) are assessed and discussed to highlight the importance of a blending of mastery-oriented and performance-oriented undergraduate education that needs to be implemented at the onset of students' undergraduate studies.
The purpose of this study was to identify a determent of mastery approach goal and performance approach goal using a basic concept of goal orientations and goal setting theory, and to evaluate a preference of goal achievement index as a balance score card (BSC). The study model proposed had a adoptable level of goodness of fit index(.94) and root mean square residual(.08). The meditating variable, goal contribution, totally mediated the impact of goal commitment, Y-theory human behavior, and self-efficacy but organizational resource contribution for pursuing goal orientation. Moreover, goal contribution significantly determined mastery approach goal(p
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