Effect of Grit on High School Basketball Player’s Achievement Goal Orientation and Performance
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This study purpose to learn about the impact of the grit on high school basketball player’s achievement goal orientation and performance. To this end, 303 high school basketball teams registered with the Korea Basketball Association were selected from the population of high school basketball players in the Seoul metropolitan area, Chungcheong-do, and Jeolla-do. A total of 303 data were used in the final analysis. First, Grit (persistence of interest, steady effort) has been shown to have a partial positive(+) effect on task goal orientation and self goal orientation, which are sub-factors of achievement goal orientation. Second, Grit (persistence of interest, steady effort) has been shown to have a partial positive(+) effect on performance. Third, achievement goal orientation (task goal orientation, self goal orientation) has been shown to have a partial positive(+) effect on concentration and confidence, which are sub-factors of performance.Keywords:
Basketball
Grit
Goal Orientation
Persistence (discontinuity)
Goal setting
Goal setting
Goal Orientation
Goal modeling
Goal programming
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Goal Orientation
Goal setting
Goal modeling
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The present study aims to investigate the associations of achievement goal orientations with grit. Participants were 509 university students who completed The 2X2 Achievement Goal Orientations Scale and Grit Scale. This relationship was investigated using correlation and multiple regression analysis. According to results learning-approach goal orientations positively related to grit. In contrary, learning-avoidance and performance-approach/avoidance goal orientations related negatively to grit. Students who adopt learning-approach goal orientation are more likely to have higher level of grit.
Grit
Goal Orientation
Need for achievement
Goal setting
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Goal Orientation
Goal setting
Goal modeling
Relational frame theory
Goal pursuit
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Objectives This study aims to find ways to improve learning strategy for university students majoring in music. Methods The subjects of this study are 400 university students majoring in music at Q Normal University in Hainan of China, and reliability, average differences, correlations, and regression analysis are conducted using the SPSS 25.0 program. Results There is a positive (+) correlation between the goal orientation, grit, and learning strategy. The effect of learning goal and performance goal, which are sub-variables of the goal orientation, on learning strategy is analyzed, and the goal orientation explains 48% of the total variance of learning strategy. As a result of analyzing the effect of grit on learning strategy, grit explains 57% of the total variance of learning strategy. Predictors of ‘sub-variables of the goal orientation’ and grit explain 66% of the total variance of learning strategy. The effect of learning goal and performance goal, which are sub-variables of the goal orientation, on grit is analyzed, and the goal orientation explains 38% of the total variance of grit. There is a partial mediating effect of grit in influence of goal orientation on learning strategy of university students majoring in music. Conclusions In this study, it is confirmed that the goal orientation and grit is a causal variable that increases learning strategy, and that grit partially mediates the positive effect of the goal orientation on learning strategy. Therefore, in order to cultivate the learning strategy of university students, it is necessary to promote goal orientation and grit. On the other hand, each variable of self-efficacy and social support will affect the learning strategy of university students majoring in music. Therefore, it will be necessary to conduct a study on learning strategy of university students according to self-efficacy and social support variables in future studies.
Grit
Goal Orientation
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Goal Orientation
Goal setting
Goal modeling
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The present study examined the role of positive goal‐performance discrepancies (GPDs), self‐efficacy beliefs, and dispositional goal orientation on goal revision processes following performance feedback in a sample of 129 Icelandic job applicants. The results indicated that goal revision was primarily a function of the positive GPD encountered by individuals. However, this relationship was moderated by self‐efficacy, performance goal orientation, and learning goal orientation. Implications of these findings and directions for future research are discussed.
Goal Orientation
Goal setting
Sample (material)
Self-Efficacy
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Grit
Persistence (discontinuity)
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Goal Orientation
Goal pursuit
Goal setting
Goal theory
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