scholarly journals Cluster analysis on Malaysian student’s achievement goals orientation in mathematics from multiple goal perspective

2018 ◽  
Vol 7 (2.10) ◽  
pp. 113 ◽  
Author(s):  
Mohd Rustam Mohd Rameli ◽  
Azlina Mohd Kosnin ◽  
Yeo Kee Jiar ◽  
Zakiah Mohamad Ashari
Keyword(s):  
Cluster Analysis ◽  
Goal Orientation ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Mean Value ◽  
Multiple Goals ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal ◽  
Mastery Approach

This study examined students’ achievement goal orientation by applying multiple goals perspective in learning Mathematics. This person-centered approach study involved 969 Malaysian upper secondary school students from 20 selected schools.  Results of correlational analysis showed that all the four goal orientations (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) correlated moderately (r=.151-.475) to each other.  This suggests that students could adopt more than one goal orientation simultaneously.  By means of cluster analysis, the notion of simultaneous adoption of goal orientations is supported from which five distinct clusters were extracted, namely mastery-oriented (mean value is higher for the mastery-approach and mastery-avoidance goal), approach-oriented (mean value is higher for mastery and performance-avoidance goal), avoidance-oriented (mean value is higher for mastery and performance-approach goal), demotivated (low mean value for all types of goals) and success-oriented (high mean value for all types of goals).  Success-oriented cluster had the highest frequency of students (f=271, 28.0%) while only 3.6% (f=35) of the students were in the demotivated cluster.  This study extends the knowledge of how students adopt multiple goals in Mathematics learning.  The results have significant impact on mathematics education context of Malaysia. 

scholarly journals The effects of achievement goal orientations and safety climate on safe and unsafe behavior

2014 ◽  
Vol 27 (2) ◽  
pp. 367-388 ◽  
Author(s):  
JiHee Jung ◽  
YoungSeok Park
Keyword(s):  
Goal Orientation ◽  
Safety Climate ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Performance Goal ◽  
Unsafe Behaviors ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study is to test the effect of achievement goal orientations and safety climate on safe and unsafe behaviors. Safe behaviors were measured by observances and automatic safe behaviors, and unsafe behaviors by violations and mistakes. Three fifty employees from corporations were participated in this research. Both mastery approach goal and performance approach goal orientations have significant positive relations with the safe behaviors and negative relations with the unsafe behaviors, but both mastery avoidance goal and performance avoidance goal orientations have significant negative relations with the safe behaviors and positive relations with the unsafe behaviors. This results suggest to confirm the multiple goal perspective of the achievement goal orientation argued both mastery goal and performance goal orientations have relations with adaptive and maladaptive behaviors. Safety climates measured by five factors, management values, safety practice, safety training, safety communication, and supervisor leadership, were significant positive relations with safe behaviors and negative relations with unsafe behaviors. Specially safety climates have significantly stronger correlations with unintentional behaviors(automatic safe behavior and mistake) than intentional behaviors(observance and violation). The relative contributions of individual variables and organizational variables to safe and unsafe behaviors were discussed.

scholarly journals The Relations between Scientific Epistemological Beliefs and Goal Orientations of Pre-Service Teachers

2017 ◽  
Vol 5 (10) ◽  
pp. 33
Author(s):  
Gamze Inan Kaya
Keyword(s):  
Scientific Knowledge ◽  
Epistemological Beliefs ◽  
Avoidance Performance ◽  
Goal Orientations ◽  
Methods Course ◽  
Domain Specific ◽  
Approach Avoidance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Mastery Approach

The purpose of this study was to investigate the relations between pre-service teachers’ scientific epistemological beliefs and goal orientations in 2X2 framework. Scientific epistemological beliefs are domain-specific views of people about nature and acquisition of scientific knowledge, how scientific knowledge is produced, how reliable and valid that knowledge is and how it is shared. Participants were 484 pre-service teachers and 284 (59 %) of them were attending to education faculty and 198 (41 %) of them were graduates who attended teaching certificate program. Scientific epistemological beliefs predicted both mastery (approach-avoidance) and performance (approach-avoidance) goal orientations. The participants who viewed science from a more traditional perspective were more likely to adopt mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, respectively. Moreover, the participants who attended and successfully completed a scientific research methods course formerly had less traditional scientific epistemological beliefs than the participants who had not attended to such a course previously. Theoretical and educational implications of the findings were discussed.

The Relationship of Procrastination with a Mastery Goal Versus an Avoidance Goal

2009 ◽  
Vol 37 (7) ◽  
pp. 911-919 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Equation Modeling ◽  
Mastery Goal ◽  
Preliminary Model ◽  
Competitive Model ◽  
And Performance ◽  
Mastery Avoidance ◽  
Avoidance Goal

The purpose of this study was to examine which is more powerful to determine procrastination, a mastery goal or an avoidance goal. A preliminary model and a competitive model were explored by collecting 307 college students' survey results and employing structural equation modeling. The result of this study showed that procrastination is positively related to mastery avoidance and performance avoidance goal orientations whereas, as predicted, it is negatively related to mastery approach goal orientation. We also found that an avoidance goal is more powerful in determining students' procrastination than is a mastery goal. Implications of the study are discussed.

scholarly journals A Structural Equation Modeling of the Relationships Between Parenting Styles, Students’ Personality Traits, and Students’ Achievement Goal Orientation

2022 ◽  
Vol 12 ◽  
Author(s):  
Faramarz Asanjarani ◽  
Khadijeh Aghaei ◽  
Tahereh Fazaeli ◽  
Adnan Vaezi ◽  
Monika Szczygieł
Keyword(s):  
Personality Traits ◽  
Goal Orientation ◽  
Parenting Styles ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
And Performance ◽  
Mastery Avoidance ◽  
Mastery Approach

Recently, researchers have shown an increased interest in achievement goal orientation correlates. What is not yet clear is the detailed relationships among students’ goal orientation, students’ personality traits, and parenting style. In so doing, this research responds to the need to analyze the importance of parenting styles (permissive, authoritative, and authoritarian) and students’ traits (psychoticism, neuroticism, and extraversion) in explaining the achievement goal orientations (mastery approach, mastery avoidance, performance-approach, and performance-avoidance). In the exploratory correlational study, 586 Iranian students along with their parents were selected as the sample so as to evaluate the structure of the relationships between these variables. The results indicate that students’ psychoticism and neuroticism predict students’ goal orientations (positively: performance and mastery avoidance and negatively: mastery and performance approach) while extraversion did not. Only the authoritative style predicts mastery approach (positively) and psychoticism trait (negatively). Permissive and authoritarian styles do not directly or indirectly predict students’ goal orientations.

scholarly journals ORIENTASI TUJUAN MENYUSUN SKRIPSI DAN KECEMASAN DALAM MENULIS SKRIPSI

2017 ◽  
Vol 6 (2) ◽  
pp. 101-105
Author(s):  
DEASYANTI DEASYANTI ◽  
MARWA NURUZDAH
Keyword(s):  
Goal Orientation ◽  
Quantitative Method ◽  
Sampling Method ◽  
Goal Orientations ◽  
Writing Apprehension ◽  
Writing Anxiety ◽  
And Performance ◽  
Mastery Avoidance ◽  
Thesis Writing ◽  
The Relationship

The purpose of this study is to find out the relationship between thesis writing orientation and anxiety in thesis writing. Quantitative method is used in this study with 247 Universitas Negeri Jakarta students who is writing thesis as a samples. Sampling method used in this study is incidental sampling. The Instruments used in this study are adapted from Achievement Questionare Scale (Elliot & McGregor, 2001) and Writing Apprehension Test (Daly & Miller, 1975). Data analyzing method used in this study is pearson product moment. The goal orientations which is found negatively correlated with writing anxiety are mastery approach goal orientation (-0,31) and performance approach goal orientation (-0,18). The goal orientation which is found positively correlated with writing anxiety are mastery avoidance goal orientation (0,19) and performance avoidance (0,26).

scholarly journals Psychological Birth Order and Achievement Goal Orientation of High School Students engaged in Shadow Education

2021 ◽  
Vol 25 (2) ◽  
pp. 182-188
Author(s):  
Ryan Francis O. Cayubit ◽  
Nestlhyn B. Ligot ◽  
Jamie Therese T. Lim ◽  
Inah Karla R. Malaluan ◽  
Erika Mae U. Managbanag ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Goal Orientation ◽  
Birth Order ◽  
School Students ◽  
Approach And Avoidance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Psychological Birth ◽  
Mastery Approach

The focus of the current study is to examine the nature of the relationship of goal orientation with psychological birth order. Likewise, it also looked into the ability of psychological birth order to influence the endorsement of achievement goals (mastery-approach and avoidance; performance- approach and avoidance). A total of 220 high school students engaged in shadow education answered the White-Campbell Psychological Birth Order Inventory (PBOI) and the Achievement Goal Questionnaire (AGQ). Based on the regression analysis performed, only the pairing of psychological birth order and performance-approach is significant while those of psychological birth order, mastery-approach, mastery-avoidance, and performance-avoidance are not significant. Further analysis revealed that those who are psychologically firstborns tend to endorse the mastery-approach goal orientation while those who are psychologically youngest or lastborn endorses mastery-avoidance.

scholarly journals WORK ETHIC AND MOTIVATION OF ACHIEVEMENT

2019 ◽  
Vol 24 (3) ◽  
Author(s):  
Damian Grabowski ◽  
◽  
Agata Chudzicka-Czupała ◽  
Żaneta Rachwaniec-Szczecińska ◽  
Keyword(s):  
Work Ethic ◽  
Avoidance Performance ◽  
Approach And Avoidance ◽  
Mastery Goals ◽  
Self Reliance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
Mastery Approach

The article presents the mutual relations between the components of work ethic and achievement goals: mastery- approach, mastery-avoidance, performance-approach, and performance-avoidance goals. Work ethic was presented as a syndrome of the following attitudes: 1) perceiving work as a moral value, 2) treating work as a central value in life, and 3) the belief in the importance of hard work that leads to success. This ethic also consists of the following components: 4) unwillingness to waste time, 5) disapproval of spare time (anti-leisure), 6) willingness to delay gratification, 7) willingness to act honestly at work (morality/ethic), and 8) being independent (self-reliance). The research conducted on the sample of 206 employees showed that the dimensions of work ethic are related the most strongly, average and positively to mastery-approach goals but weakly to mastery-avoidance. Performance- approach and performance-avoidance goals correlate positively with only two dimensions: self-reliance and the belief in the importance of hard work. Morality is negatively related to performance goals (approach and avoidance). Being independent (self-reliance) correlates positively but weakly with mastery goals (approach and avoidance). The results show clearly that work ethic is associated with mastery-approach goals. A person who assesses work high, aspires to reach the standard of mastery and it is the motivation that relies mainly on aspiration. Key words: work ethic, achievement motivation, achievement mastery goals, goals

scholarly journals What Predicts Quality of Learners’ Study Efforts? Implicit Beliefs and Interest Are Related to Mastery Goals but Not to Use of Effective Study Strategies

2021 ◽  
Vol 6 ◽  
Author(s):  
Veronica X. Yan ◽  
Lisi Wang
Keyword(s):  
Goal Orientation ◽  
Study Strategies ◽  
Strategy Use ◽  
Implicit Beliefs ◽  
Standard Testing ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Mastery Approach

What goes into motivating students to take effective action? Ideally, students are not only motivated to invest time into their studying, but that they use their time in effective and productive ways. In the present study, we surveyed college undergraduates (N = 366) about how they engage in one of their college courses. Specifically, we explored how their motivation-related implicit beliefs (ease and difficulty mindsets, intelligence mindset;Dweck, 2000; Fisher and Oyserman, 2017) interact with perceived course interest and course importance to predict their achievement goal orientation for the course and the quality of their study strategies. We used a person-centered latent profiles analysis approach categorize meaningful profiles of implicit beliefs. Those who were likely to highly endorse motivation-increasing implicit beliefs and who found a course interesting were also more likely to hold mastery-approach goals; the relationship, however, was more complicated for performance-approach and performance-avoidance goals. Implicit beliefs profiles themselves did not directly relate to strategy use, but goal orientation did. In particular, mastery-approach goal orientation was uniquely related to all three of the effective study strategies subscales (e.g., elaborative, standard testing, generative testing). Mastery-avoidance was related to less use of elaborative strategies, and performance-goals were not related to any type strategy use. Perceived course importance was positively related to increased passive and elaborative strategies, but not the standard testing or generative testing strategies. We discuss implications for interventions.

scholarly journals Just a Methodological Cautionary Note: The Jingle Jangle of Self-Related Beliefs in Motivational Measures

2020 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Goal Orientation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Avoidance Performance ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Exploratory Factor Analyses ◽  
And Performance ◽  
Mastery Avoidance

Many fields in academia face problems with either same named scales measuring what are actually different constructs (i.e., the jingle fallacies) or differently named scales measuring the same construct (i.e., the jangle fallacies). In this study, we examined the overlap between a set of 10 measures of self-related beliefs of academic motivation constructs in two different biology courses: value items (e.g., utility value, interest value, attainment value, and cost value), achievement goal orientation items (e.g., mastery approach, mastery avoidance, performance approach, and performance avoidance), and intrinsic/extrinsic motivation items. Exploratory factor analyses and structural equation modeling indicated that the covariance among the items is not captured by an item-based factor solution, suggesting these named scales are plagued by the jingle jangle fallacy. These findings suggest that researchers should either use these constructs independently of each other or attempt to find a more unified theory of academic self-related motivational beliefs when examining these constructs together, especially in statistical analyses.

scholarly journals How Proponents and Opponents Influence Achievement Motivation: The Role of the Anticipated Emotions of Other People

2021 ◽  
Vol 23 (1) ◽  
pp. 1
Author(s):  
Bilson Simamora
Keyword(s):  
Achievement Motivation ◽  
Achievement Goals ◽  
Avoidance Performance ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Impact ◽  
Anticipated Emotions ◽  
Mastery Approach

There are countless studies about the influence of other people’s emotions on individuals' behavior. However, the influence of proponents' and opponents' future emotions on achievement motivation remains unclear. This study aims to fill this gap. Therefore, departing from the emotional intelligence theory, the author materializes the anticipated emotions of other people concept and tests it using a static group experimental design with success and failure scenarios, involving 203 participants chosen judgmentally. When reminded of the proponents' joyfulness caused by their success, the Mann-Whitney U test with normal approximation, supported by the Monte Carlo estimation, shows that the mastery-avoidance, performance-approach, and performance-avoidance goals of the experimental group are enhanced. Whereas, when reminded that they would be envied and make the opponents feel distressed, the performance-approach goals are improved. In the failure scenario, when the participants were directed to the proponents' distress, as a response to their failure, the four components of the achievement goals are increased: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. However, the opponents' joyfulness, anticipated as a malicious schadenfreude to the participants' failure, is only successful in stimulating the performance-avoidance goals.  A Bayesian estimate with 5,000 times bootstrapping reveals that self-efficacy mediates the influence of the proponents' anticipated joyfulness on the mastery-approach fully, and on the performance-approach goals in a complementary way. Complementary mediation is also apparent in the impact of the proponents' distress on the mastery-approach and mastery-avoidance goals. Above all, love for the proponents is more potent than hatred from social environments for increasing the achievement motivation. Further research is encouraged to replicate this study with different social behavior.

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