共查询到20条相似文献，搜索用时 15 毫秒
1.
Rawlings Anna Maria Tapola Anna Niemivirta Markku 《European Journal of Psychology of Education - EJPE》2020,35(2):451-475
Students’ goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited. In this longitudinal study on school beginners (N = 212), we focused on the interrelationships between achievement goal orientations (mastery; performance-approach; performance-avoidance; work-avoidance) and two temperamental sensitivities that appear relevant for the developing sense of mastery and performance in the school setting: interindividual reward sensitivity (reward derived from social approval and attention) and sensitivity to punishment (propensity to perceive cues of potential threat in the environment, and react with withdrawal and avoidance). The data were collected over the first three school years, from grade 1 (7–8 years) to grade 3 (9–10 years), and analysed using PLS-SEM. As expected, both temperamental sensitivities and achievement goal orientations remained relatively stable over time. Interindividual reward sensitivity was related negatively with mastery and positively with performance-approach and performance-avoidance orientations, from the first through to the third year. Punishment sensitivity had a positive effect on performance-avoidance orientation, and indirect, reciprocal, negative effects with performance-approach orientation. The findings provide new knowledge on early relationships between temperament and goal strivings. Interindividual reward sensitivity appears consistently associated with performance concerns and decreased mastery strivings. Such connections may have long-standing negative influence on students’ educational trajectories, and point to the importance of acknowledging individual differences in temperament and their role in motivation and learning.
相似文献2.
Predicting Achievement Goals in Two Different Academic Contexts: A longitudinal study 总被引：1，自引：0，他引：1
The relative contribution is examined of epistemological beliefs and implicit theories of intelligence to students' adoption of mastery, performance‐approach and performance‐avoidance goals in two different academic contexts, business administration and teacher education, in the short as well as the long term. The results showed that epistemological beliefs about the speed of knowledge acquisition predicted achievement goals. Students who believed that learning occurs quickly or not at all were less likely to adopt mastery goals and more likely to adopt performance‐avoidance goals. In addition, students who believed in stable and given knowledge were less likely to adopt mastery goals. Differences in predictive patterns across the two contexts concerned the prediction of performance‐approach goals and gender differences in goal adoption. Epistemological beliefs played a more important role in goal adoption than implicit theories of intelligence. 相似文献
3.
This study focused on the stability and change in students' achievement goal orientations and whether the students' perceptions of the learning environment vary as a function of their achievement goal orientations. Participants were 169 students of the Finnish National Defense University. The students' goal orientations and their evaluations of the learning environment were assessed twice, approximately four months apart. Four groups of students were identified based on their achievement goal orientation profiles, and 60% of the participants displayed identical profiles in both measurements. Students with different goal orientation profiles differed in their evaluations of the quality of pedagogical materials, effort and attainment, and participation. Students oriented towards an increase of competence and mastery or towards normative performance and success were most positive in their evaluations. Students oriented towards avoidance of effort or display of incompetence gave less positive ratings. The relation between motivation and perceptions of learning environment is discussed. 相似文献
4.
Hallgeir Halvari Knut Skjesol Tor Egil Bagøien 《Scandinavian Journal of Educational Research》2013,57(1):79-104
The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year. 相似文献
5.
Huy Phuong Phan 《教育心理学》2010,30(5):547-564
This study used latent growth modelling (LGM) to explore the developmental course and longitudinal relationships between achievement goals (mastery and performance‐approach) and academic performance over a three‐year period (four time‐points of data collection). Three hundred and fifty‐two university students (152 women, 200 men) who first enrolled in 2006 took part in this study. Likert‐scale inventories were used to elicit relevant data from students. Academic performance was collated from students' course and final exam marks in two different undergraduate courses. LISREL 8.72 and SPSS 17 were used to test and evaluate the conceptual model proposed. Causal modelling analyses indicated the temporally displaced effects of mastery and performance‐approach goals on academic performance. The results indicated that individuals' mastery goals increased over time, whereas there was no increase in growth change with performance‐approach goals. Causal modelling also indicated: (1) performance‐approach goals → academic performance → mastery goals relationship and (2) mastery goals → academic performance → mastery goals relationship. Finally, the use of LGM provided a clearer perspective concerning the developmental trajectories of mastery goals over time. 相似文献
6.
《Learning and individual differences》2006,16(3):255-265
We investigated the nature of and linkages between student-generated academic goals, individual differences in self-regulatory thinking (goal process cognition), and exam performance among college students. In Study 1 (N = 365) and in Study 2 (N = 325), we elicited students' self-ascribed most important academic goals for introductory psychology and their goal process cognition toward their most important goal. In addition, in Study 2, we collected data on students' exam scores in introductory psychology and their most important academic goal and goal process cognition for another course. Three types of academic goals were identified: performance (39–55%), mastery (22–39%), and study strategies (20–23%). Students with mastery academic goals had the highest positive arousal whereas students with performance academic goals had the highest negative arousal. Compared to students with performance academic goals, students with mastery academic goals had lower exam scores in introductory psychology and this difference was mediated, in part, by goal process cognition. 相似文献
7.
To study the contribution of perceived parent achievement goals to students' attitudes towards academic help seeking, 4th, 6th, 7th, and 9th grade students in Greece (n = 712) reported perceptions of their parents' achievement goals, personal achievement goal orientations, and help-seeking beliefs and intentions. Students' mastery goal orientation positively predicted their help-seeking attitudes (perceived benefits and intentions to seek help) and negatively predicted their help-seeking avoidance attitudes (perceived costs and intentions to avoid seeking help), whereas performance-avoidance orientation directly predicted their help-seeking avoidance attitudes. Multiple-group path analysis indicated that perceived parent goals predicted student help seeking and help avoidance attitudes through students' own achievement goal orientations. Further, the pattern of relations varied by grade level. Results are discussed in light of current theory and research on the developmental phases of parental influence on student motivation and self-regulated learning. 相似文献
8.
David W. Chan 《Roeper Review》2013,35(1):9-17
Positive and negative perfectionism as well as four goal orientations were assessed in a sample of 315 Chinese gifted students in Hong Kong. These students tended to endorse positive perfectionism more than negative perfectionism and prefer learning and social goals over performance and avoidance goals. Learning and social goal orientations emerged as significant predictors in the prediction of positive perfectionism, whereas performance and avoidance goal orientations emerged as significant predictors for negative perfectionism. Implications of the findings for promoting healthy strivings for excellence through setting different goals are discussed. 相似文献
9.
Tung‐hsien He 《Journal of Research in Reading》2008,31(2):224-242
This study explored the effects of achievement goals on English as a foreign language (EFL) college students' reading strategy use and reading comprehension from the perspective of multiple goals. Fifty‐seven participants verbalised their thoughts while reading an English expository essay. They also completed assessments on their reading goal profiles and reading proficiency. The results of stimulated recall indicated that participants with profiles characterised by strong mastery and strong performance goals used intra‐sentential, inter‐paragraph, intra‐paragraph and monitoring/evaluating strategies significantly more frequently than did their counterparts. In contrast, participants with profiles characterised by strong mastery but weak performance goals utilised these strategies more often than those participants with weak mastery but strong performance goals. The strong‐mastery–strong‐performance goal profile served as a significant, positive predictor for degrees of reading comprehension. In line with these findings, suggestions for EFL reading pedagogy are provided. 相似文献
10.
Wenshu Luo David J. Hogan Alexander Seeshing Yeung Yee Zher Sheng Khin Maung Aye 《教育心理学》2014,34(2):154-170
This study investigates attributional beliefs of Singapore secondary students in their English study and how they can be predicted by self-construal, competence and achievement goals. A total of 1,496 students were administered surveys on seven attributions, independent and interdependent self-construals, previous achievement, self-efficacy, mastery approach and avoidance goals and performance approach and avoidance goals. We found that Singapore students attributed academic success mainly to internal regulation (effort, interest and study skills), followed by teachers’ help, ability, parents’ help and tuition classes. Hierarchical regression analyses showed that three predictors (self-construal, competence and achievement goals) explained 4.2–12.3% of the variances in students’ attributional beliefs. In particular, students with interdependent self-construal, high competence or mastery goals tended to attribute academic success to internal regulation (effort, interest and study skills) and support from teachers and parents. Students with low competence, high mastery avoidance goals or high performance goals were more likely to value tuition classes, and those with high performance avoidance goals also tended to ascribe academic success to ability and parent’s help. The findings are discussed in relation to the culture of Singapore. 相似文献
11.
The primary purpose of this study was to investigate the roles of two moderators – perceived competence and perceived autonomy – in the relationships of achievement goal orientations with a broad range of learning‐related variables, including interest, effort, learning strategy use and academic achievement. Perceived competence and autonomy played roles as moderators by strengthening the positive effects of a mastery goal pursuit on outcome measures of adaptive use of learning strategies and effort, respectively. However, no moderating role of either perceived competence or perceived autonomy was found for the effect of a performance‐approach and performance‐avoidance goal pursuit. In addition, perceived competence played a significant role in determining the level of academic achievement in the context of multiple‐goal pursuit. For students with high perceived competence, the adoption of high performance‐approach goals resulted in a higher level of achievement regardless of the levels of mastery goals. In contrast, students with low perceived competence showed the highest achievement when high performance‐approach goals are paired with low mastery goals. 相似文献
12.
This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school. 相似文献
13.
This study examined the role of self-construal and classroom goal structure in predicting Singapore secondary students' achievement goals in their English study. Students from 104 classes were administered surveys of achievement goals, classroom goal structure, English self-concept, and self-construal. The results of two-level hierarchical linear modeling showed that after controlling for gender, previous English achievement, and English self-concept, interdependent self-construal significantly predicted mastery approach and avoidance goals, while independent self-construal was associated with performance approach, performance avoidance, and mastery approach goals. Mastery classroom goal structure predicted mastery approach and avoidance goals, whereas performance classroom goal structure predicted performance approach and avoidance goals as well as mastery avoidance goals. In addition, students with interdependent self-construal in classrooms with a performance focus were more likely to endorse mastery approach, mastery avoidance, and performance avoidance goals, while students with independent self-construal in classrooms with a performance focus tended to have performance approach goals. This study provides validation for the 2 × 2 framework of achievement goals, and advances our knowledge of how students adopt multiple goals. The findings are related to the educational achievement context of Singapore. 相似文献
14.
Why do some students avoid seeking help in the classroom when they need it? When students do not seek the help they need, they put themselves at a disadvantage for learning. We discuss how students' personal motivational characteristics relate to their avoidance of help seeking. In particular, we discuss our work regarding perceived academic and social competence and achievement- and social-goal orientations. We also discuss how various dimensions of the classroom context relate to help avoidance. Specifically, we discuss rules and norms of classrooms as well as our work examining the achievement goal structure and social climate of classrooms. We conclude by discussing how new developments in achievement goal theory distinguishing between approach- and avoidance-goal orientations might add to psychologists' understanding of help avoidance. We also consider how students' strivings for autonomy and different aspects of the social climate might be incorporated into theories of students' help avoidance behavior. 相似文献
15.
《Scientific Studies of Reading》2013,17(3):207-229
An achievement goal framework was used to examine changes in students' motivation for reading and writing in the late elementary years and to evaluate a classroom intervention project. The longitudinal study involved 431 students in Grades 3 to 5. Results showed significant declines in task-mastery and performance goals within the school year and across grade levels. There were few sex differences in students' goals for reading and writing. The intervention project included 8 teachers and 187 students in Grade 3. This study showed how various instructional modifications can influence students' achievement goals, perceived competence, and strategy use in reading and writing. As teachers provided more opportunities for students to complete challenging, collaborative, and multiday assignments, students became less focused on performance goals, and low-achieving students reported less work avoidance. The educational implications of this research are discussed. 相似文献
16.
Two studies investigated students’ adopted mastery and performance goals for group work, with an interest in exploring whether performance-approach goals functioned differently in small groups depending on whether the social comparison target resides outside the group (i.e., between-group comparison; performance-approach between group goals) or within the group (i.e., within-group comparison; performance-approach within goals). Using a person-oriented approach, six achievement goal profiles for group work were identified for middle school students in science (NStudy1 = 309) and upper elementary school students in mathematics (NStudy2 = 218). Some profiles included varying patterns of goal endorsement (e.g., high mastery goals, low performance-approach goals) while others reflected similar levels (high, medium, low) of goals. Across both studies, the six goal profiles were associated with varying patterns of group processes, cognitive engagement, and achievement. Most notably, students in profiles with high performance-approach within group goals had more detrimental outcomes, even when mastery goals were also strongly endorsed. In contrast, students in profiles with high mastery alone or in combination with high performance-approach between group goals had adaptive group process, cognitive engagement, and achievement outcomes. Implications for the conceptualization of performance-approach goals in small groups and cautions for fostering normative standards and intergroup competition when structuring group activities are discussed. 相似文献
17.
Researchers have reported persuasive evidence that students?? perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students?? intention to drop out). The study reported in this paper investigated the relationship between students?? perceptions of classroom learning environment and motivational achievement goal orientations towards biology and physics, as well as the influence of gender. Participants (N?=?1538) were high school science students from the north-eastern region of Thailand. Our results suggest that motivational goals are linked to differences in students?? perceptions of learning environment and levels of biology and physics classroom anxiety. We found that females adopted significantly higher levels of mastery and performance approach goals towards biology, while males adopted significantly higher levels of mastery and performance approach goals towards physics. Males adopted significantly higher levels of performance avoidance goals towards both biology and physics. Positive associations emerged between gender and the adoption of specific performance goals, perceived degree of competition in biology and physics classrooms, and levels of biology and physics classroom anxiety. These results suggest that motivational goal orientations and perceptions of learning environment are gender-dependent and domain-specific for the two science content areas. 相似文献
18.
Ramnarain Umesh Dewnarain Ramaila Sam 《International Journal of Science and Mathematics Education》2014,14(1):81-105
This study investigated the achievement goals orientation of first year physics students at a South African university. The mixed methods design involved a quantitative survey of 291 students using an achievement goals questionnaire and individual interviews of selected participants. Results showed that the students perceived they have a stronger mastery goals orientation than performance goals and performance avoidance goals orientations. Multiple regression analysis in testing the mastery goals model indicated that the participants’ perceptions of teacher and peer goal emphases made the largest unique contribution to their orientation. It is suggested that at the tertiary level such an orientation should be promoted through learning experiences such as inquiry-based learning, which has been associated with this orientation.
相似文献19.
Wenshu Luo Scott G. ParisDavid Hogan Zhiqiang Luo 《Contemporary educational psychology》2011,36(2):165-176
This study investigated how achievement goals are combined to affect students’ learning. We used a multiple goals perspective, based on mastery (i.e., mastery approach) and performance (including both approach and avoidance components) goals, to examine the achievement goal patterns of 1697 Singapore Secondary 3 students in their math study. Four types of goal clusters emerged from latent class cluster analyses: Diffuse (moderate multiple), Moderate Mastery (moderate mastery/low performance approach and avoidance), Success Oriented (moderate mastery/high performance approach and avoidance), and Approach (high mastery and performance approach/low performance avoidance). Analyses of covariance were conducted to compare these four clusters on eleven cognitive, behavioral, and affective learning outcomes. In general, students in the Success Oriented and Approach groups were higher on self-efficacy, subjective task values, class engagement, homework engagement, time management, and meta-cognitive self-regulation than those in the other two groups. In addition, students in the Approach and Moderate Mastery groups were more likely to make effort when encountering difficulties in learning math, showed lower test anxiety, lower negative affect, and achieved higher scores in math than students in the other two groups. These findings suggest that the goal profile with high mastery and performance approach goals combined with low performance avoidance goals is most beneficial for learning, whereas high performance approach goals, when associated with performance avoidance goals, have some negative effects on affective outcomes. The patterns help to refine distinctions in performance goals, and are discussed in the context of academic achievement in Singapore. 相似文献
20.
Caroline Dupeyrat Christian EscribeNathalie Huet Isabelle Régner 《International Journal of Educational Research》2011,50(4):241-250
The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math achievement goals and their perceived competence in math. Students’ math grades for the three trimesters of the school year were collected from school records. Bias in self-evaluations was computed by comparing students’ rating on the ‘perceived competence in math’ scale with their actual math achievement as measured by their second trimester math grades. Students were classified into one of three groups (over-raters, accurate raters, or under-raters) depending on whether their self-perceptions of competence in math were higher than, similar to, or lower than their relative math achievement in their class. As expected, overrating of one's performance was related to performance goals. Furthermore, the over-raters were the only group who progressed in their math achievement from Trimester 2 to 3. No relation was found between mastery goals and accurate self-assessment. 相似文献