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 Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

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 Measurement of Perceived Parental Success Standards in Sport and Relations with Athletes’ Self-Esteem, Performance Anxiety, and Achievement Goal Orientation: Comparing Parental and Coach Influences

2016 ◽  
Vol 2016 ◽  
pp. 1-13 ◽  
Author(s):  
Frank J. Schwebel ◽  
Ronald E. Smith ◽  
Frank L. Smoll
Keyword(s):  
Goal Orientation ◽  
Parental Influence ◽  
Self Esteem ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Central Component ◽  
Parental Socialization ◽  
Multilevel Regression ◽  
Young Athletes ◽  
The Impact

The Perceived Parent Success Standards Scale (PPSSS), adapted from the Perception of Success Questionnaire constructed by Roberts et al. (1998) to measure athletes’ achievement goal orientation, provides a measure of athletes’ perceptions of mastery- and ego-oriented parental success criteria, a central component of parental motivational climate. This study focused on 543 young athletes (ages 9–16) on 82 teams in recreational basketball leagues. The PPSSS exhibited strong factorial validity, construct validity, and orthogonality between ego and mastery factors that allow for different combinations of these factors to be tested. We also compared the impact of the motivational climates created by coaches and success standards conveyed by parents on postseason athlete outcome measures of anxiety, self-esteem, and achievement goal orientation. Correlational and multilevel regression analyses revealed that both coach and parent variables were significantly related to the athlete variables. However, mediational analyses indicated that parental success standards mediated relations between coach-initiated climate and all of the outcome variables, reflecting the power of parental socialization processes. We discuss potential reasons for the greater parental influence shown in this and a previous study, and we suggest directions for further research as well as possible interventions that can help both coaches and parents create a more positive athletic environment for young athletes.

The Impact of Clinical Experiences from Athletic Training Student and Preceptor Perspectives

2014 ◽  
Vol 9 (4) ◽  
pp. 156-165 ◽  
Author(s):  
Sarah S. Benes ◽  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman
Keyword(s):  
Professional Development ◽  
Athletic Training ◽  
Clinical Education ◽  
Professional Growth ◽  
Opportunity To Learn ◽  
Athletic Training Education ◽  
Valuable Insight ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
The Impact

Context Clinical education is an integral part of athletic training programs. This is where students should develop their professional identities and become socialized into the profession. Understanding the student and preceptor perspectives of the impact that clinical experiences have on students can provide valuable insight into this aspect of athletic training education. Objective To evaluate the impact of clinical education on the professional development of athletic training students from the student and preceptor perspective. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited undergraduate programs. Patients or Other Participants A total of 15 participants (7 athletic training students and 8 preceptors) from four schools enrolled in our study. Data Collection and Analysis One researcher conducted semistructured interviews over the phone or in person. Data analysis used a general inductive approach to reveal the dominant themes that related to our purpose. We achieved data credibility through multiple analyst triangulation, peer review, and member checks. Results Athletic training students and preceptors agree that clinical education is integral to the professional development process. Realistic and positive experiences and diversity in experiences were identified as factors affecting professional growth during clinical education experiences. Conclusions Athletic training students and preceptors have similar views on the importance of clinical placements on professional development. Clinical experiences provide students with the opportunity to learn more about the profession, affirm their career choice, practice knowledge and skills, and learn about themselves personally and professionally. The student and the fit/match of the placement directly impact the students' clinical experiences.

scholarly journals Athletic Training Students' Perception of Significant Clinical Instructor Demographic Characteristics

2010 ◽  
Vol 5 (2) ◽  
pp. 71-76 ◽  
Author(s):  
Carlen Mulholland ◽  
Malissa Martin
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Employment Status ◽  
Athletic Training Education ◽  
Clinical Instructor ◽  
Years Of Experience ◽  
Athletic Training Students ◽  
Employment Setting ◽  
The Impact ◽  
Humanistic Orientation

Context: Characteristics of a model clinical instructor (CI) continue to be defined. However, certain characteristics are still unknown. Objective: To more fully define and describe quality clinical instruction by examining the impact of employment status, years of experience as a certified athletic trainer (AT), and employment setting on athletic training students' (ATS) perceptions of their CI. Design: We used the Perception of Clinical Teaching Behavior questionnaire, previously validated by Laurent and Weidner.6 Setting: ATSs from athletic training education programs (ATEPs) accredited by the Commission on Accreditation of Athletic Training Education (CAATE) located in District Nine of the National Athletic Trainers' Association (NATA). Patients or Other Participants: 371 ATSs from 16 professional ATEPs. Main Outcome Measure(s): Multiple regression analyses were used to predict CI modeling of professionalism, attitude toward teaching, and humanistic orientation characteristics by employment status and years of experience. A multivariate analysis of variance (MANOVA) was used to examine differences in Cl's characteristics across CI employment setting. Results: Employment status and years of experience as an AT did not predict a statistically significant percentage of the variability in CIs' modeling of professionalism, attitude toward teaching, or humanistic orientation characteristic (p > .05). Modeling of professional behavior did not differ statistically across employment setting. CIs who were employed in secondary school settings were rated significantly higher on CI attitude toward teaching and humanistic orientation characteristics (p < .01) than CIs employed at colleges. Conclusion: Athletic training students perceived CIs working in the secondary school setting to have a better attitude toward teaching and greater humanistic orientation. In order to improve our young professionals' education experience, CI demographics need further exploration as characteristics of the helpful CI continues to be established.

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