Revision of achievement goal theory: Necessary and illuminating.
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Goal Orientation
The purposes of this study were to examine the predictors and achievement consequences of academic self-handicapping and to explore cultural variations in the pursuit and effects of performance goals and perceived classroom performance goal structures. Data were collected in 2 consecutive academic years from a diverse sample of high school students (N = 675). Performance-avoidance and classroom performance goal structure were positively associated with self-handicapping, whereas performance-approach goals negatively predicted handicapping. Self-handicapping was negatively associated with achievement in English. Cultural differences in the effects of performance goals on achievement and in the effects of classroom performance goal structure on the subsequent adoption of personal performance goals were found. Implications for efforts to alter classroom goal structures are discussed.
Goal Orientation
Goal setting
Mastery Learning
Need for achievement
Goal pursuit
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이 연구는 다중목표관점을 기반으로 대학생의 학업적 · 사회적 성취목표지향성이 어떤 군집을 형성하는지를 탐색하였다. 또한 군집별로 학업성취도, 기본심리욕구, 학업참여에 유의미한 차이가 있는지 확인하고자 하였다. 연구목적을 달성하기 위해 수도권 대학생 186명을 대상으로 학업적 · 사회적 성취목표지향성, 기본심리욕구, 학업참여에 대한 검사 및 학업성취도에 대해 자료를 수집하였다. 그 결과 첫째, 군집분석 결과 4개의 집단(낮은 학업적-사회적 성취목표지향, 낮은 학업적-높은 사회적 성취목표지향, 높은 학업적-사회적 성취목표지향, 높은 학업적-낮은 사회적 성취목표지향)으로 유형화하였다. 둘째, 4개의 군집 간에 학습자의 기본심리욕구에 유의미한 차이가 있었다. 셋째, 4개의 군집 간에 학업참여(헌신)와 학업성취도에 유의미한 차이가 있었다. 마지막으로, 군집2(낮은 학업적-높은 사회적 목표지향)의 특징을 가진 학습자가 타 집단에 비해 학업참여(헌신) 및 학업성취도에서 유의미하게 낮다는 점에 근거하여 이러한 유형의 대학생들에 대한 주의가 필요함을 시사하였다. This study studied what clusters college students’ academic and social achievement goal orientation forms based on the multiple goal perspective. It was intended to check whether there were significant differences in academic achievement, basic psychological needs, and academic engagement by group. As a result of cluster analysis, all four groups (low academic-social goal orientation, low academic-high social goal orientation, high academic-social goal orientation, and high academic - low social goal orientation) were categorized. Second, there was a significant difference in basic psychological needs between the four clusters. Third, there was a significant difference in academic participation (dedication) and score between the four clusters. Finally, based on the fact that cluster 2 (low academic - high social goal orientation) was significantly lower in academic dedication and score than other groups, it was suggested that attention to this type of college students was needed.
Goal Orientation
Academic program
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This study was aimed to examine the interplay of academic efficacy, goal orientation toward academic achievement. 199 first and second year university students in Indonesia were selected as respondents. The Pattern of Adaptive Learning Scales (PALS) was used to measure the academic efficacy and goal orientation. The finding revealed that mastery goal orientation is a considerable factor for academic achievement. This finding can be used in the context of improving educational quality achievement in Indonesia.
Goal Orientation
Future Orientation
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Abstract The Mastery Performance‐Goal Orientation Test (MP‐GOT) assesses performance‐ and mastery‐orientation along a single bipolar dimension. In Study 1 ( n = 198) we explored its psychometric properties and determined whether its results were related to learning. In addition, we employed Latent Profile Analysis to explore goal orientation profiles. In Study 2 ( n = 1689) we explored whether goal orientation scores were related to cooperation and whether the goal orientation profiles identified in Study 1 were replicated. In both studies, reliability of the MP‐GOT was high, and a 4‐profile solution was retained. Mastery‐oriented participants tend to obtain higher learning scores (Study 1) and higher cooperation scores (Study 2). MP‐GOT has the potential to be a useful instrument for measuring goal orientation and its relation to relevant behavioral outcomes.
Goal Orientation
Goal setting
Mastery Learning
Future Orientation
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Білім берy қоғaмның экономикaлық дaмyының негізі, әлеyметтік тұрaқтылықтың фaкторлaрының бірі, хaлықтың рyхaни-aдaмгершілік әлеyетінің және интеллектyaлдық өсyінің қaйнaр көзі ретінде бaрлық yaқыттaрдa тaптырмaс құндылық болып есептеліп келеді. Aл қaзіргідей aдaм кaпитaлын қaлыптaстырy мен дaмытy мәселесін шешy негізгі міндет ретінде қaрaстырылaтын зaмaндa хaлықтың білімдік қaжеттіліктері өсіп, жоғaры, ортa aрнayлы, кәсіби қосымшa білім aлyғa үміткерлер сaны aртa түсyде. Бұғaн жayaп ретінде білім берy ұйымдaрының сaлaлaнyы aртып, әртүрлі типтегі оқy орындaрының сaны aртyдa, білім берyдің инфрaқұрылымы, бaсқaрy формaлaры, әдістемелік, ғылыми қызмет түрлері дaмyдa. Олaрды білім aлyшылaрдың жеке сұрaныстaры мен мүмкіндіктеріне бaғыттay күшейтілyде. Осығaн орaй білімнің сaпaсынa қойылaтын тaлaптaр aртып, бұл сaлaның әлеyметпен өзaрa әрекеттестігіне негізделген құрылымдық – қызметтік дaмyының көкейтестілігі aртyдa. Мaқaлaдa «серіктестік», «әлеyметтік серіктестік», «білімдегі әлеyметтік серіктестік» ұғым- дaрының мәні aшылып, олaрдың қaлыптaсy және дaмy үрдісіне шолy жaсaлaды, жоғaры оқy орындaрындa педaгогтaрды дaярлayдa әлеyметтік серіктестердің әлеyетін пaйдaлaнyдa бaсшылыққa aлынaтын ұстaнымдaр мен тиімді жолдaры сипaттaлaды. Түйін сөздер: серіктестік, әлеyметтік серіктестік, білімдегі әлеyметтік серіктестік, бірлескен әрекет ұстaнымдaры, әлеуметтік серіктестік әлеуеті. Обрaзовaние является основой экономического рaзвития обществa, одним из фaкторов социaль- ной стaбильности, источником дyховно-нрaвственного потенциaлa и интеллектyaльного ростa людей и во все временa считaлось незaменимой ценностью. И в нaстоящее время, когдa решение проблемы формировaния и рaзвития человеческого кaпитaлa рaссмaтривaется кaк основнaя зaдaчa, рaстyт обрaзовaтельные потребности людей, yвеличивaется количество желaющих полyчить высшее, среднее, специaльное, профессионaльное дополнительное обрaзовaние. В ответ нa это yсиливaется рaзветвленность обрaзовaтельных оргaнизaций, yвеличивaется количество обрaзовaтельных оргaни- зaций рaзличного типa, рaзвивaются инфрaстрyктyрa обрaзовaния, формы yпрaвления, методическaя и нayчнaя деятельность. Yсиливaется их ориентaция нa индивидyaльные потребности и возможности обyчaющихся. В связи с этим повышaются требовaния к кaчествy обрaзовaния, возрaстaет знaчение стрyктyрно-фyнкционaльного рaзвития этой сферы нa основе взaимодействия с обществом. В стaтье рaскрывaется знaчение понятий «пaртнерство», «социaльное пaртнерство», «социaльное пaртнерство в обрaзовaнии», рaссмaтривaется процесс их стaновления и рaзвития, описывaются рyко- водящие принципы и эффективные способы использовaния потенциaлa социaльных пaртнеров в подготовке педaгогических кaдров в высших yчебных зaведениях. Ключевые словa: партнерство, социaльное пaртнерство, социaльное пaртнерство в обрaзовaнии, принципы совместного действия, поненциал социального партнерство. Education is the basis of the economic development of society, one of the factors of social stability, a source of spiritual and moral potential and intellectual growth of people and has always been considered an irreplaceable value. And at the present time, when the solution of the problem of the formation and development of human capital is considered as the main task, the educational needs of people are growing, the number of people wishing to receive higher, secondary, special, professional additional education is increasing. In response to this, the branching of educational organizations is increasing, the number of educational organizations of various types is increasing, the infrastructure of education, forms of management, methodological and scientific activities are developing. Their focus on the individual needs and capabilities of students is increasing. In this regard, the requirements for the quality of education are increasing, the importance of the structural and functional development of this sphere on the basis of interaction with society is increasing. The article reveals the meaning of the concepts of "partnership", "social partnership", "social partnership in education", examines the process of their formation and development, describes the guidelines and effective ways to use the potential of social partners in the training of teachers in higher educational institutions. Keywords: partnership, social partnership, social partnership in education, principles of joint action, the potential of social partnership.
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Academic Achievement Based on Students Goal Orientation and Subjective well-being and Parents Goal Orientation and Subjective well-being by Structural Equation
Goal Orientation
Goal setting
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Objective: To explore the characteristics and relationships of achievement goal orientation,academic social comparison and academic self-efficacy of middle school students.Methods: 343 middle school students were assessed by Achievement Goal Orientation Scale,Social Comparison Scale and Academic Self-efficacy Scale.Results: ①In the way of comparison,boys used more down-comparison than girls,and in the results of comparison,boys had lower scores on self-improvement than girls.②Students with higher academic achievement used more mastery approach goal orientation and mastery avoidance goal orientation.③Students with higher academic achievement used more upward-comparison and parallel-comparison,while students with poorer academic achievement tended to use downward-comparison.④The influence of achievement goal orientation on academic self-efficacy was partly mediated by academic social comparison.Conclusion: Different gender and academic achievement of middle school students have different means of academic social comparison.Academic social comparison plays an important mediating role in the relationship between achievement goal orientation and academic self-efficacy.
Goal Orientation
Social comparison theory
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Goal Orientation
Goal setting
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Goal Orientation
Goal pursuit
Goal setting
Goal theory
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