scholarly journals Social workers and recovery from stress

2020 ◽  
pp. 146801732091135
Author(s):  
Arjan van Dam ◽  
Gera Noordzij ◽  
Marise Born
Keyword(s):  
Goal Orientation ◽  
Social Workers ◽  
High Stress ◽  
Well Being ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Need For Recovery ◽  
Mastery Goal Orientation ◽  
Mastery Goal ◽  
Over Time

Summary Recovery from stress is essential for employees’ well-being, even more so in jobs where high stress is inevitable. The purpose of this study was to examine the influence of achievement goal orientation on recovery from stress (i.e. need for recovery and vigour) over several years. We followed a sample of social workers in the Netherlands (N = 238) across four years, with three measurement points (T1–T3). Data were analysed with latent growth curve modelling. Findings Results showed that need for recovery and vigour were fairly stable over time and therefore we could not examine the effects of achievement goal orientation on change in vigour and need for recovery over time. However, level of mastery goal orientation (mastery-approach and mastery-avoidance goal orientation) at T1 was positively related to the initial level of vigour at T1, even after controlling for job autonomy and workload. Our results indicate that mastery goal orientation is relevant for employees to feel energetic and vital in a job with high stress. Practical implications Our results showed that organizations can prevent depletion among social workers by ensuring an acceptable workload, while vigour can be enhanced by selecting employees with high mastery goal orientation. Organizations can also contribute to the vitality of social workers by stimulating and fostering mastery goal orientation.

scholarly journals Striving for Success but at What Cost? Subject-Specific Achievement Goal Orientation Profiles, Perceived Cost, and Academic Well-Being

2020 ◽  
Author(s):  
Heta Tuominen ◽  
Henriikka Juntunen ◽  
Markku Niemivirta
Keyword(s):  
Secondary School ◽  
Goal Orientation ◽  
Secondary School Students ◽  
Well Being ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Subject Specific

Most studies utilizing a person-oriented approach to investigating students’ achievement goal orientation profiles have been domain-general or focused on a single domain (usually mathematics), thus excluding the possibility of identifying distinct subject-specific motivational profiles. In this study, we looked into this by examining upper secondary school students’ subject-specific achievement goal orientation profiles simultaneously in mathematics and English. As distinct profiles might contribute to how students invest time and effort in studying, we also examined differences in perceived subject-specific cost (i.e., effort required, emotional cost, opportunity cost) among students with different profiles, and how this was linked with students’ more general academic well-being (i.e., school engagement, burnout). The 434 Finnish general upper secondary school students participating in the study were classified based on their achievement goal orientations in the two subjects using latent profile analysis, and the predictions of the latent profile on distal outcomes (i.e., measures of cost and academic well-being) were examined within the mixture model. Five divergent achievement goal orientation profiles were identified: indifferent (29%), success-oriented (26%), mastery-oriented (25%), English-oriented, math-avoidant (14%), and avoidance-oriented (6%). The English-oriented, math-avoidant students showed the most distinct domain-specificity in their profile but, in general, profiles indicated more cross-domain generality than specificity. Overall, mastery-oriented students showed the most adaptive academic well-being, while avoidance-oriented students were the least engaged. Success-oriented students were characterised by high multiple goals in both subjects, elevated costs, and high scores on both positive (engagement) and negative (burnout) well-being indicators. The English-oriented, math-avoidant students perceived studying math as costly. The findings suggest that addressing students’ achievement motivation in different subjects may be useful for recognising factors endangering or fostering student learning and well-being.

scholarly journals The Impact Grit and Achievement Goal Orientation have on Athletic Training Students' Persistence

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Hannah Harner ◽  
Kimberly Peer ◽  
Chris Moser ◽  
John Cindric
Keyword(s):  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Athletic Training Students ◽  
Mastery Goal Orientation ◽  
Challenging Tasks ◽  
The Impact ◽  
Academic Year

Purpose: Athletic training education continues to evolve thereby increasing the importance of student retention. Understanding student motivation through achievement goal orientation and grit scores may help support student’s persistence in an athletic training program. The purpose was to determine if a relationship exists between achievement goal orientation and grit to help provide educators a better understanding of their students’ reasons for persisting to help improve retention. Methods: An achievement goal orientation survey and grit scale were administered, and quantitative data was analyzed statistically from Commission on Accreditation of Athletic Training Education- accredited programs in good standing for the 2018-2019 academic year. Results: A total of 520 professional athletic training students participated. There was a significant main effect (F(1,3)=690.0, pConclusions: Athletic training students have similar grit scores across all cohorts and classify higher with mastery goal orientation compared to performance-approach, performance-avoidant, and work-avoidant orientations. Educators should understand students’ motivation to provide support and challenging tasks for their passion and perseverance for athletic training. Key Words: grit, mastery, performance-approach, performance-avoidant, work-avoidant.

scholarly journals Effects of Achievement Goal Orientation Types on Subjective Well-being

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Tasya Nafasya Putri ◽  
Airin Yustikarini Saleh
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Linear Regression Analysis ◽  
Well Being ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Subjective Well Being ◽  
School Students ◽  
Avoidance Goal

In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11th-grade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework. 

Linking the Fit Between Achievement Goal Orientation and Learning Opportunities With Employee Well-Being and Absenteeism

2020 ◽  
Vol 19 (4) ◽  
pp. 184-196
Author(s):  
Arjan van Dam ◽  
Gera Noordzij ◽  
Marise Ph. Born
Keyword(s):  
Goal Orientation ◽  
Polynomial Regression ◽  
Well Being ◽  
Learning Opportunities ◽  
Achievement Goal Orientation ◽  
Approach And Avoidance ◽  
Mastery Goal Orientation ◽  
Positive Effects ◽  
Plot Analysis ◽  
Surface Plot

Abstract. We examined the effects of a (mis)match between learning opportunities and individuals’ mastery goal orientation (GO; approach and avoidance) on well-being (i.e., job satisfaction, task enjoyment, need for recovery, and absenteeism). Data from a sample of 212 employees of an organization that provides guardianship for youngsters were collected and analyzed by means of polynomial regression and surface plot analysis. Our results indicate that a person's mastery GO enhances the positive effects of perceived learning opportunities. Hence, to foster employee well-being, organizations should not only provide ample learning opportunities but also foster a mastery GO. Theoretical and practical implications are discussed.

scholarly journals Genetic and Environmental Influences on Achievement Goal Orientations Shift with Age

2019 ◽  
Vol 33 (3) ◽  
pp. 317-336 ◽  
Author(s):  
Anqing Zheng ◽  
Daniel A. Briley ◽  
Margherita Malanchini ◽  
Jennifer L. Tackett ◽  
K. Paige Harden ◽  
...  
Keyword(s):  
Goal Orientation ◽  
Academic Motivation ◽  
Environmental Influences ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Environmental Variance ◽  
Cross Sectional ◽  
Mastery Goal Orientation ◽  
Mastery Goal

Students engage in learning activities with different achievement goal orientations. Some students pursue learning for learning sake (i.e. mastery goal orientation), some are driven by gaining favourable judgement of their performance (i.e. performance approach goal orientation), and others focus on avoiding negative judgement (i.e. performance avoidance goal orientation). These goal orientations are linked with academic achievement, and troublingly, students report decreasing levels of goal orientations across the school years. However, little is known concerning the mechanisms that drive this decline. In a large ( N = 891 twin pairs) cross–sectional genetically informative sample (age = 8 to 22 years), we found that older students reported lower goal orientations. Then, we identified shifts in the magnitude of genetic and environmental variance in each goal orientation. For example, variance in mastery goal orientation was primarily associated with environmental factors during the elementary school years. As students entered high school, genetic influences increased, replacing shared environmental influences. Finally, we situated these findings in the larger nomological network by testing associations with psychological constructs (e.g. personality and cognitive ability) and contextual variables (e.g. parents, schools, and peers). The development of academic motivation is complex with many interconnecting factors that appear to shift with age © 2019 European Association of Personality Psychology

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