Relevant bibliographies by topics / Achievement goal theory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Achievement goal theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Achievement goal theory"

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King, Ronnel B., and David A. Watkins. "“Socializing” Achievement Goal Theory: The Need for Social Goals." Psychological Studies 57, no. 1 (December 23, 2011): 112–16. http://dx.doi.org/10.1007/s12646-011-0140-8.

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ZUSHO, AKANE, and KAREN CLAYTON. "Culturalizing Achievement Goal Theory and Research." Educational Psychologist 46, no. 4 (October 2011): 239–60. http://dx.doi.org/10.1080/00461520.2011.614526.

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Smith, Daniel, and Emily Oliver. "Dispositional goals and academic achievement: Refining the 2x2 achievement goal model." Sport & Exercise Psychology Review 16, no. 1 (April 2020): 20–37. http://dx.doi.org/10.53841/bpssepr.2020.16.1.20.

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Achievement goal theory (AGT) is widely used to examine the influences of goal adoption on academic and sporting achievement. Striving for methodological coherence with AGT’s ever expanding scope (Korn & Elliot, 2016), we examined the 2x2 framework and propose a refined model outlining the theoretical differences between achievement goal orientations. Building on Van Yperen’s concept of a dominant achievement goal approach we developed and tested a method of representing a dominant dispositional achievement goal (DDAG). The construct symbolises preference for one achievement goal while recognising that multiple achievement goals can be valued in a dispositional orientation. Finally, we measured the relationship between dispositional achievement goals, including work-avoidance goals and the DDAG, and academic performance of 165 university students. Contrary to expectations, mastery-approach, mastery-avoidance, performanceapproach and performance-avoidance positively correlated with academic grade, although approach goals predicted performance more strongly than avoidance goals. Consistent with previous studies of pharmacy students, work-avoidance negatively predicted academic grade. However, although the DDAG successfully captured dominant goal distribution, scores did not predict academic attainment. We argue for the application of consistent conceptualisations of AGT to clarify the role of achievement goals in promoting learning and academic performance to inform educational practice in sport and exercise psychology.
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Wolters, Christopher A. "Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement." Journal of Educational Psychology 96, no. 2 (June 2004): 236–50. http://dx.doi.org/10.1037/0022-0663.96.2.236.

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Bardach, Lisa, Sophie Oczlon, Jakob Pietschnig, and Marko Lüftenegger. "Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals." Journal of Educational Psychology 112, no. 6 (August 2020): 1197–220. http://dx.doi.org/10.1037/edu0000419.

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Liu, Jiling, Ping Xiang, Jihye Lee, and Weidong Li. "Developing Physically Literacy in K-12 Physical Education Through Achievement Goal Theory." Journal of Teaching in Physical Education 36, no. 3 (July 2017): 292–302. http://dx.doi.org/10.1123/jtpe.2017-0030.

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The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.
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Halvari, Hallgeir, Knut Skjesol, and Tor Egil Bagøien. "Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory." Scandinavian Journal of Educational Research 55, no. 1 (February 2011): 79–104. http://dx.doi.org/10.1080/00313831.2011.539855.

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Janke, Stefan, and Oliver Dickhäuser. "A neglected tenet of achievement goal theory: Associations between life aspirations and achievement goal orientations." Personality and Individual Differences 142 (May 2019): 90–99. http://dx.doi.org/10.1016/j.paid.2019.01.038.

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Brandmo, Christian, Dijana Tiplic, and Eyvind Elstad. "THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 27–38. http://dx.doi.org/10.33225/pec/14.58.27.

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This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals’ efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals’ purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. Key words: accountability, achievement goals, educational leadership, school leaders’ motivation.
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Nikitskaya, M. G., and I. L. Uglanova. "The Russian Version of the Educational Achievement Goal Questionnaire: Development, Validation and Research of Functionality." Психологическая наука и образование 26, no. 5 (2021): 67–84. http://dx.doi.org/10.17759/pse.2021260506.

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The paper presents results of a study (N=280) aimed at adaptation, modification and validation of the Russian version of the Achievement Goal Questionnaire based on the 3x2 model of Elliot’s achievement goal theory. We address the issue of the functionality of the application of the methodology in the study of the goals of educational achievements: in studies in general, or for a specific subject. The study shows that the adapted questionnaire demonstrates satisfactory psychometric properties in terms of reproducing the expected factor structure and functioning of individual statements of the questionnaire. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. According to the results obtained, the group of goals presented in the student’s learning activity differs in severity for different academic disciplines and for learning in general. We conclude that the questionnaire can be used for exploring the goals of educational achievements as for specific subjects, as for learning in general. A modified Russian version of the Achievement Goal Questionnaire based on the 3x2 achievement goal model is attached to the article.
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Dissertations / Theses on the topic "Achievement goal theory"

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Potter, Charles J. "Understanding Wellness Goal Achievement: Applying Achievement Goal Theory to the Pursuit of Wellness Goals." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585240857141769.

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Ciani, Keith D. Bergin David Allen Summers Jessica. "Mathematics teacher instruction, classroom goal structures, and student motivation a test of achievement goal theory /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6771.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 25, 2010). Thesis advisors: Dr. David Bergin and Dr. Jessica Summers. Vita. Includes bibliographical references.
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James, David William George. "The nature and impact of achievement goals in elite sport competitors." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286490.

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Bagnall, Jamie. "A Field Test of Garland's Cognitive Mediation Theory of Goal Setting." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc501053/.

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The present study examined Garland's cognitive mediation theory of goal setting in a three-minute basketball shooting task. The effects of different goal conditions were also investigated along with achievement motivation and self-motivation as mediating constructs of performance. Subjects (N=150) were males and females, assigned to one of five goal conditions: "do your best", easy, moderate, hard, and improbable. Results indicated no performance differences between the different goal conditions, with subjects in the "do your best" condition performing as well as subjects in the other goal conditions. Results also yielded partial support for Garland's cognitive mediation theory with task goals influencing performance through its influence on performance expectancy. Furthermore, a negative correlation between achievement motivation and performance was found for females in the improbable goal condition and a positive correlation was found between self-motivation and performance for females in the easy goal condition.
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Sit, Hui-ping Cindy, and 薛慧萍. "Motivational orientations and sport participation in youth: a comparison of achievement goal theory and reversal theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B24873056.

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Sit, Hui-ping Cindy. "Motivational orientations and sport participation in youth : a comparison of achievement goal theory and reversal theory /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24873056.

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Bunch, John M. "The effects of goal message and goal orientation on learning in a Web-based tutorial." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002116.

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Ingrell, Joakim. "Motivation och motivationsklimat inom golf." Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1935.

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Studiens syfte var att beskriva hur ett positivt motivationsklimat kan utvecklas i en golfförening baserat på medlemmarnas uppfattning av existerande förening. Femton stycken golfare (9 manliga och 6 kvinnliga) i åldrarna 15-76 år från tre olika klubbar i Sverige deltog i studien. I studien användes ett kvalitativt angreppssätt och en egen komponerad intervjuguide utformades utifrån bl.a. Vazou, Ntoumanis och Duda (2005) forskning kring motivationsklimat. För att analysera rådata användes metoden kvalitativ innehållsanalys. Resultatet visade att de relationer, som framkommit genom tidigare forskning, mellan motivationsklimat och de tre stora områdena; tränare, föräldrar och kamrater också fanns inom golfidrotten. Det som framkom och var nytt i denna studie var att det fanns en annan viktig faktor som påverkade motivationsklimatet inom golf, nämligen anläggningens kvalité.

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Berglund, Jessica. "SUM-elevers motivation för matematik : En aktionsstudie om effekter av laborativ matematik." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130638.

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En speciallärare bör ha goda insikter i motivationens betydelse för att kunna hjälpa elever i matematiksvårigheter. Laborativ matematik föreslås som ett sätt att motivera elever. I min aktion undersöks om SUM-elevernas (elever med speciella undervisningsbehov i matematik) motivation i matematik påverkas av ett laborativt undervisningssätt. Enkäter och intervjuer används i min studie för att bedöma vilka effekter laborativ matematik har för eleverna. De mäts i termerna av elevernas effekter av attribueringar och grad av inre motivation med utgångspunkt i Medbestämmandeteorin, Attributionsteorin och Målorienteringsteorin. En effekt av aktionsstudien är, att de börjar inse att de har talang. Det handlar om hur mycket de anstränger sig i matematik och inte bristen på förmåga. En annan effekt är att eleverna anser att matematiken är roligare, eftersom de får arbeta praktiskt och i mindre grupp. Man kan uppenbarligen påverka elever med en aktionsstudie, men det är inte säkert att den blir bestående. Det är viktigt att elever lyckas och inte misslyckas om och om igen, för då tappar de sin motivation.
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roness, simon, and erik madsen. "GOAL ORIENTATION PROFILES AMONG YOUNG SOCCER PLAYERS’ IN RELATION TO THEIR USE OF PSYCHOLOGICAL SKILLS." Thesis, Högskolan i Halmstad, Sektionen för hälsa och samhälle (HOS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14547.

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To further investigate athletes’ goal orientations in relation to their use of psychological skills, the present study examined the following objectives: 1) the goal orientations of young Swedish soccer players, (2) their use of psychological skills in both practice and competition and (3) the relationship between their goal orientations and use of psychological skills. Participants were 171 young soccer players from five Swedish high schools. The Perceptions of Success Questionnaire and the Test of Performance Strategies were administered to meet the objectives. Results showed no significant difference between athletes’ task (3.40 ± 1.32; M ± SD) and ego (3.32 ± 1.18) goal orientations. Results further revealed that athletes used more psychological skills in association with competition (3.21 ± .67) than in practice (2.74 ± .63). Moreover, results showed that athletes low in ego orientation used more psychological skills (3.83 ± .67) in practice than athletes high in ego (2.68 ± .60). A recommendation for coaches is to emphasize the importance of using PST in relation to practice in order to maximize athletes’ performances. Results have been discussed in relation to previous research of achievement motivation and athletes’ use of psychological skills.
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Books on the topic "Achievement goal theory"

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Martin, Jeffrey J. Achievement Goal Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0018.

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Similar to achievement motivation theory (AMT), achievement goal theory (AGT) has a long history in sport psychology research. This chapter discusses the origins of AGT, followed by a review of AGT research in disability sport. AGT is based in how athletes define success, and most of the work in this area has been done with the Task and Ego Orientation in Sport Questionnaire (TEOSQ). Lots of disability sport research has involved researchers asking athletes to complete the TEOSQ and then differences in groups (e.g., disabled athletes versus able-bodied athletes) have been examined. In contrast to AMT research, climate scales paralleling the orientation scales have been developed, allowing researchers to investigate if task climates promote well-being. Most of the findings regarding both task and ego orientations and climates support what is known in able-bodied sport: both task orientations and climates are adaptive and positively linked to other positive psychological constructs and negatively linked to negative constructs. Researchers in disability sport should consider research on avoidant goals and states of goal involvement that result from both orientations and climates.
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Martin, Jeffrey J. Achievement Motivation Theory. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0017.

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There is a long history of research in sport psychology examining achievement motivation theory (AMT). This chapter traces the development of achievement motivation research in sport and then reviews AMT research in disability sport. Most of the research in sport and disability examines competitive orientation, which is the sport-specific version of achievement motivation. In particular, research based on Gill and colleagues’ work has used the Sport Orientation Questionnaire (SOQ), which enables researchers to assess competitiveness, goal orientation, and win orientation. Much of the research in disability sport has had modest goals of examining the three dimensions of the SOQ to determine if they differ in regard to able-bodied versus disability groups, acquired versus congenital disabilities, more versus less experienced athletes, and gender differences. Often researchers have found no or minimal differences and no practical ramifications. Researchers are urged to examine contemporary research questions that have grown out of work in this area, such as avoidant goals and the achievement motivation climate.
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Ryan, Richard M., ed. The Oxford Handbook of Human Motivation. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780190666453.001.0001.

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The Oxford Handbook of Human Motivation, Second Edition, addresses key advances made in the field since the previous edition, offering the latest insights from the top theorists and researchers of human motivation. The volume includes chapters on social learning theory, control theory, self-determination theory, terror management theory, and regulatory focus theory and also presents articles from leading scholars on phenomena such as ego depletion, choice, curiosity, flow, implicit motives, and personal interests. A special section dedicated to goal research highlights achievement goals, goal attainment, goal pursuit and unconscious goals, and the goal orientation process across adulthood. The volume sheds new light on the biological underpinnings of motivation, including chapters on neuropsychology and cardiovascular dynamics. This resource is also packed with practical research and guidance, with sections on relationships and applications in areas such as psychotherapy, education, physical activity, sport, and work. By providing reviews of the most advanced work by the very best scholars in this field, this volume represents an invaluable resource for both researchers and practitioners, as well as any student of human nature.
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Ryan, Richard M., ed. The Oxford Handbook of Human Motivation. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195399820.001.0001.

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Motivation is that which moves us to action. Human motivation is thus a complex issue, as people are moved to action by both their evolved natures and by myriad familial, social, and cultural influences. The Oxford Handbook of Human Motivation aims to capture the current state-of-the-art in this fast developing field. The book includes theoretical overviews from some of the best-known thinkers in this area, including articles on Social Learning Theory, Control Theory, Self-determination Theory, Terror Management Theory, and the Promotion and Prevention perspective. Topical articles appear on phenomena such as ego-depletion, flow, curiosity, implicit motives, and personal interests. A section specifically highlights goal research, including chapters on goal regulation, achievement goals, the dynamics of choice, unconscious goals and process versus outcome focus. Still other articles focus on evolutionary and biological underpinnings of motivation, including articles on cardiovascular dynamics, mood, and neuropsychology. Finally, articles bring motivation down to earth in reviewing its impact within relationships, and in applied areas such as psychotherapy, work, education, sport, and physical activity.
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A/L Bikar Singh, Soon Singh. GIS Integrated Teaching for Underachieving Geography Students. UMS Press, 2019. http://dx.doi.org/10.51200/gisintegratedumspress2019-978-967-2166-46-7.

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Recent studies show that the number of students who select to study Geography in Malaysian secondary schools, and their level of achievement in the subject, has decreased. The main factor is lack of motivation. Over multiple decades, a large and growing body of literature has indicated that ICT enhances students’ motivation to learn and their learning outcome. The studies demonstrate that the use of ICT in teaching activities provides more fun in an authentic learning environment, and increases learning autonomy, interaction, and collaboration. It is, therefore, a rich opportunity for motivating students to study. In addition, despite an increased interest among scholars to investigate the impact of ICT integrated Geography teaching on students’ motivation and achievement, none have investigated the effects of GIS as a new technological teaching tool on students’ Geography learning goals and their learning outcomes. The idea for this book originated from the author’s PhD study to examine the effects of GIS-based instruction on secondary school student Geography learning goals and their learning outcomes. This book is highly beneficial for Geography teachers to use multiple teaching methods and pedagogies in a GIS integrated teaching environment to cultivate underachieving students’ mastery goal, performance-approach goal and learning, and to decrease avoidance behaviour in learning the subject. Although GIS is widely used in Malaysia, it has not been embraced by the Malaysian education system and is absent from the Geography curriculums in the primary and secondary school contexts. Hence, writing of this book will also help the Curriculum Development Centre and Ministry of Education Malaysia develop a GIS-based teaching module to enhance the learning motivation of Geography and improve the student level of achievement.
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Cornwell, James F. M., and E. Tory Higgins. The Tripartite Motivational Human Essence. Edited by Martijn van Zomeren and John F. Dovidio. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190247577.013.2.

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This chapter argues that the human essence can be understood as the functioning of three fundamental motives working together—value, control, and truth. It shows that each of these motives represents an independent source of goal pursuit, and that each, in its fulfillment, represents a unique factor in the achievement of well-being. It also argues that effectiveness in each of these motivational domains is inherently related to effectiveness in each of the others, such that achievement of full effectiveness in any of them entails effectiveness in all of them. This produces the emergent experience of their effective organization. Illustrating the relevance of these concepts for the human essence, the chapter draws parallels between this threefold view of motivation and the tripartite views of the soul in ancient Greek thought, and between the achievement of their effective organization and the experience of Brahman in Vedanta Hinduism.
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Lott, Marie Sumner. Redefining the “Progressive” Style in Responses to Beethoven’s Late Quartets. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039225.003.0004.

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This chapter shows how composers who considered themselves progressive in different ways shared a single goal of fostering musical progress in the string quartet genre and how they communicated that goal to fellow composers and musicians in a musical dialogue that continued throughout nineteenth century. Their works often demonstrate a response to Beethoven and to more recent composers, representing a private conversation not just among the four members of the performing quartet but also among the composers of the past, present, and future. Whereas Liszt, Wagner, and their successors avoided addressing Beethoven head-on in genres associated with his achievements, composers in the Mendelssohn-Schumann circle responded directly to the innovations of Beethoven and his predecessors on their own terms and in the genres where those innovations were introduced.
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Hesketh, Beryl, and Barbara Griffin. Selection and Training for Work Adjustment and Adaptability. Edited by Susan Cartwright and Cary L. Cooper. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199234738.003.0016.

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This article outlines a conceptual framework for integrating recent developments in understanding the individual difference variables that directly influence and interact with situational variables in optimizing work adjustment and adaptive performance. It begins by outlining the components of the Theory of Work Adjustment, including an explanation of the dynamic aspects of the theory. A particular focus of the framework is on the dynamic attainment of achievement goals and the role that information and communication technology (ICT) can play when there is a turbulent and changing set of situational factors and job requirements. The article takes a futuristic approach and challenges the readers to consider the implications of the rapidly developing field of ICT for traditional models of selection and training.
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Pedrotti, Jennifer Teramoto. The Will and the Ways in School. Edited by Matthew W. Gallagher and Shane J. Lopez. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199399314.013.9.

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The school environment is a key place in which to address development of numerous positive traits and characteristics. Hope is a one construct that addresses goal-setting and progress and is linked to many other positive behaviors and characteristics including resilience, optimism, school and athletic achievement, and well-being in general. Grounding today’s children in skills and mindsets that assist them in determining how to get the things they what they want in life may help them to stay on healthy tracks academically throughout their scholastic career. Past and current research has shown that hope is easily instilled and that it can be increased through simple interventions in a variety of different populations. School personnel such as teachers, counselors, and administrators can all play a role in the development of this trait and can help to direct parents in using the hope model with children as well.
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Keating, Elizabeth. Challenges of Conducting Interaction with Technologically Mediated Bodies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190210465.003.0012.

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Technologically mediated interaction challenges people’s habitual ways of acting interdependently and intercorporeally with others. This chapter discusses strategies observed in two different groups, computer gamers playing Massively Multiplayer Online Role-Playing Games (MMORPGs), and engineers, as each group collaborates in goal-directed activities where technology significantly alters the reciprocal sharing of body experience. The gamers and engineers are challenged to render their bodies meaningful through interactive digital environments in order to effectively coordinate actions. As bodies are able to be extended through space, the technology which makes this possible also reduces key aspects of visual and sensory fields, including the arrangement of bodies in space and movement. This in turn affects the achievement of focused interaction, the transfer of skills, and the understanding of checks and alignment.
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Book chapters on the topic "Achievement goal theory"

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Anderman, Eric M., Helen Patrick, and Seung Yon Ha. "Achievement Goal Theory and Engagement." In Handbook of Research on Student Engagement, 511–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_24.

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Anderman, Eric M., and Helen Patrick. "Achievement Goal Theory, Conceptualization of Ability/Intelligence, and Classroom Climate." In Handbook of Research on Student Engagement, 173–91. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-2018-7_8.

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Tonegawa, Yoshiko. "Education in SDGs: What is Inclusive and Equitable Quality Education?" In Sustainable Development Goals Series, 55–70. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4859-6_4.

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AbstractEducation was positioned as Goal 4 (i.e., SDG4) in SDGs. SDG4 aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The lack of education and the inability to read and write often limit access to information and disadvantage the livelihoods of people. From the perspective of acquiring knowledge and skills, along with developing human resources, it is clear that the elements of education are present across all 17 SDGs. In other words, education is a cross-cutting discipline that influences a variety of areas (Kitamura et al. 2014) and, as such, plays an important role in achieving all SDGs. The main objective of this chapter is to examine “inclusive and equitable quality education.” First, this chapter provides a brief overview of international trends in educational cooperation from 1945 to 2015, covering the Education for All (EFA), Millennium Development Goals (MDGs), and SDGs. It then discusses “inclusive and equitable quality education,” the core of SDG4. It specifically addresses discussions on equity, inclusion, and the quality of education. Furthermore, the quality of education is examined from four perspectives: school environment, educational attainment, learning achievement, and non-cognitive skills. This chapter also presents the case of education for children with disabilities in Ethiopia. [This chapter was written by modifying the following chapter: Tonegawa Y (2018) “Kokusai kyouiku kyouryoku (International cooperation in education)” in Yamada M (ed) Atarashii kokusai kyouryoku ron (New international cooperation theory), Revised edition, Akashi Shoten, Tokyo]
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Long, William J. "Buddha on Politics, Economics, and Statecraft." In A Buddhist Approach to International Relations, 35–50. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68042-8_3.

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AbstractThis chapter outlines doctrinal Buddhist political and economic theory including its notions about interstate relations, which are based on its unique understanding of the nature of reality. Some readers may be surprised to hear that there exists a theory of politics in Buddha’s teachings. But in fact, Buddha spoke extensively about politics, contrary to the assertion of Max Weber who famously asserted that Buddhism was “a specifically a-political and anti-political status religion.” Although the overriding goal of Buddha’s teachings is the liberation of individuals from pervasive suffering, Buddha considered politics as important, not so much for its intrinsic value, but because it created an external environment that can facilitate or impede an individual’s pursuit of happiness, defined as spiritual advancement and achievement of wisdom about the true nature of oneself and the world. Although best understood as an extension of his teachings on human liberation, Buddha was also an original social and a significant political philosopher. Buddha’s social teachings parallel modern democratic thought, mixed market economics, and cosmopolitan internationalism in the West. This chapter outlines Buddha’s political and economic theory, including his thoughts about statecraft and the possibilities for international order.
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Bacci, Silvia, and Tijan Juraj Cvetković. "Motivation of basketball players: a random-effects logit model for the probability of winning." In Proceedings e report, 81–85. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-461-8.16.

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In the sport psychology, the theories of motivation, such as the McClelland's need achievement theory and the Nicholls' achievement goal theory, play an important role in the team sports in motivating and encouraging team members. The practical implementation of these theories relies on detecting the variables that significantly affect the probability of winning so as to identify the key elements for the team motivation, the role assignment, and the decision-making process. As the relevant variables change in accordance with the type of sport, in this contribution we focus on the basketball. In detail, we consider the traditional box score of the U.S. National Basket Association (NBA) regular season games played in the seasons 2016-17, 2017-18, 2018-19 and 2020-21. Each season comprises of 82 games played by each of the 30 teams, which cumulates to 4920 games. Hence, data have a multilevel structure, with multiple observations for each team. To properly address the data structure, the probability of winning is modelled through a random-intercept logit model, where teams are the upper-level units and games are the lower-level units. Among the independent variables, we take into account several possible determinants of winning, such as number of assists, number of offensive rebounds, number of defensive rebounds, number of turnovers, number of stolen balls, percentage of free throws made, number of fouls made. Moreover, we devote a special attention to the effect of two more independent variables: the number of key-players that are missing or injured and a dummy if the team plays without a day of rest between consecutive games. The study provides insights in the determinants of success of the basketball games: these results can be used by the team decision makers to assign roles that favor motivation and performance of players and of team as a whole.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Urrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.

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AbstractWith schools and educational centers around the country moving from in-person to emergency remote learning due to the COVID-19 pandemic, education faces an unprecedented crisis (Hodges et al., Educause Review 27, 2020). This case study presents the efforts and impact of Full STEAM Ahead (FSA) launched by the Massachusetts Institute of Technology (MIT) in response to the pandemic to support remote collaborative learning for K-12 learners, parents, and educators. We present two FSA initiatives: (1) weekly themed packages with developmentally appropriate activities for K-12 remote learning and (2) Full STEAM Ahead Into Summer (FSAIS), an online summer program for middle school Massachusetts students, specifically targeting students who are at risk for “COVID Slide.” (Institute-wide Task Force on the Future of MIT Education-Final Report: http://web.mit.edu/future-report/TaskForceFinal_July28.pdf?) Our operative theory of change is that we can improve K-12 remote collaborative learning experiences through developing and sharing a curriculum that exemplifies the minds-on and hands-on approach advocated by MIT, strategically leveraging existing structures and projects within MIT, and establishing partnerships with the local and international community. We gauge the effect of these efforts on contributing members of the MIT community and targeted learners by analyzing data gathered through participant surveys and artifacts such as the website, packages, modules, and student projects created during the summer programs. Our findings indicate that existing structures and resources – with community building – facilitated the achievement of our goal to develop and distribute problem-based learning activities and that interaction and community building were central in meeting those goals. This work contributes to the knowledge base regarding emergency online learning and the development of effective university outreach efforts.
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Sarudzai, Mutana, and Mukwada Geofrey. "SDGs as Indicators of Holistic Small Town Tourism Development. A Case for Phuthaditjhaba South Africa." In Sustainable Development Goals Series, 141–52. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15773-8_10.

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AbstractMountainous small towns are often geographically isolated, lack access to main decision making centres and are in many cases plagued by incessant weather related natural disasters. While these realities reduce the options for economic activities available in these towns, the lifestyles, cultures of their residents, as well as their communities’ close relations with nature, make them attractive and unique tourism destinations. Many local leaders advocate for the opening of these towns to tourism for the expected economic benefits. However, tourism should be developed in a holistic manner in order to bring benefits to the economy, the host communities and the environment these destinations. In this chapter, Sustainable Development Goals 1, 2, 5, 8, 11, 12 and 13 are used to demonstrate that the achievement of holistic tourism development in the small town of Phuthaditjhaba relies heavily on the manner of development of tourism that respects the interconnectedness of these SDGs. The authors used critical discourse analysis of available literature, to conclude that tourism development in Phuthaditjhaba currently lacks balance between economic, environmental and socio-cultural benefits to the community, and suggested practical steps for the use of SDGs in planning and implementing tourism development in the lead-up to the year 2030.
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Hossain, Naomi. "The SDGs and the Empowerment of Bangladeshi Women." In The Palgrave Handbook of Development Cooperation for Achieving the 2030 Agenda, 453–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57938-8_21.

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AbstractThis chapter describes Bangladesh’s successes with advancing gender equality in the period of the Millennium Development Goals (MDGs), locating their origins in elite commitment to including women in the development process, and in the partnerships and aid that built the state and NGO capacity to reach them. The chapter reflects on the lessons of Bangladesh’s innovative and unexpected advances in the light of the new challenges posed by the Sustainable Development Goals (SDGs), notably those of early marriage and the achievement of decent work. The chapter asks whether contemporary conditions suggest that the elite commitment and state capacity that drove progress on the MDGs are up to meeting the more contentious and complex goals of the SDGs.
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Avdiushchenko, Anna. "Circular Economy in Poland: Main Achievements and Future Prospects." In Smart and Sustainable Planning for Cities and Regions, 141–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-57764-3_10.

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AbstractCircular economy (CE) is a new development strategy adopted by the European Union (EU) authorities in 2014, aiming to boost global competitiveness, foster sustainable economic growth, and generate new jobs. The CE approach maintains the added value in products for as long as possible and eliminates waste; moreover, it implies totally systemic change and innovation not only in technologies, but also in organization, society, finance methods, and policies. Such an approach leads to a new model of production and consumption and a new relationship between stakeholders at the local, regional, national, and EU levels. The first consideration of CE priorities in Poland started in 2016 when the Inter-ministerial Committee for Circular Economy was established. Representatives from nine ministries became committee members, and the chief document they prepared was the Roadmap for Circular Economy Transition. The document proposed an action plan for CE implementation and focused on increasing resource efficiency and waste reduction in Poland. Prepared with the active involvement of all possible stakeholders—businesses, NGOs, the academic and research community, and local and regional authorities—the Roadmap can be seen as a quick and effective guide. In addition to national government initiatives, there were numerous attempts to implement CE principles at the local and regional levels. The main goal of the current research was to examine the effectiveness of such national, regional, local, and business CE projects for influencing Poland’s CE transition during the past three years. This study reviews the main policy documents, reports, and expertise of national, international, regional, and local organizations and NGOs involved with CE in Poland. The research is also supported by a review of the relevant academic literature. As a result, it was possible to estimate the current level of achievement, as well as future prospects for CE in Poland. Moreover, this research identifies potential opportunities for updating existing planning policies and tools related to CE-based development in Poland.
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Conference papers on the topic "Achievement goal theory"

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Canfield, Casey, and Yevgeniya V. Zastavker. "Achievement goal theory: A framework for implementing group work and open-ended problem solving." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673359.

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Yoshimura, Masataka, and Shin Kikuchi. "Optimization of Machine Product Designs From Deeper Level Characteristics Using Collaboration Theory Concepts." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86928.

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Successfully optimization of product designs calls for the continuous evolution of optimized design solutions, which is best achieved by collaboration among a group of experts who understand the intricacies of the product’s characteristics. The achievement of successful collaborations depends on optimization methodologies that focus on design characteristics located at deeper levels of hierarchically decomposed design problems, and the construction of optimization scenarios that have an explicit goal of maximizing the expected profits that result from the collaboration. This paper proposes methodologies and procedures based on hierarchical optimizations that aim to effectively conduct collaborative product design optimizations. The proposed methodologies are applied to a machine product design, and their effectiveness is demonstrated.
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Ljubin-Golub, Tajana. "THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact037.

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"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."
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Ngatia, David, Florence Kamonjo, and Fereshte Goshtasbpour. "Impact of Online Teaching Capacity Building Programmes on Online Teaching: A Case of University of Kabianga Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5146.

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The Covid-19 pandemic disrupted educational programmes globally, Kenya being not an exception. Most universities in Kenya closed down before slowly shifting to online teaching shrouded with challenges, partly due to inadequate staff expertise in online teaching. There was therefore a need for capacity building on online teaching to build resilience and support the achievement of Sustainable Development Goal 4 amidst the pandemic. The University of Kabianga initiated programmes to train the teaching staff on online education. The staff were also encouraged to enrol for online teaching Massive Open Online Courses (MOOCs) offered locally and internationally. This study sought to assess the lecturers’ perceptions of the impact of these online teaching capacity building programmes in terms of relevance, effectiveness, efficiency, and sustainability. The study is underpinned by the Impact Evaluation Model and Mezirow's transformative learning theory. Descriptive-participatory research design through an online survey was used for data collection and the results revealed that although the programmes were considered relevant, most lecturers were averse to the interventions and recommends further structured training.
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Lüftenegger, Marko. "Academic and Social Achievement Goals: Secondary School Students' Goal Profiles and Their Linkages (Poster 3)." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1882688.

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Pozanco, Alberto, Yolanda E-Martín, Susana Fernández, and Daniel Borrajo. "Counterplanning using Goal Recognition and Landmarks." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/668.

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In non-cooperative multi-agent systems, agents might want to prevent the opponents from achieving their goals. One alternative to solve this task would be using counterplanning to generate a plan that allows an agent to block other's to reach their goals. In this paper, we introduce a fully automated domain-independent approach for counterplanning. It combines; goal recognition to infer an opponent's goal; landmarks' computation to identify subgoals that can be used to block opponents' goals achievement; and classical automated planning to generate plans that prevent the opponent's goals achievement. Experimental results in several domains show the benefits of our novel approach.
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Chim, Wai-Man, and Man-Tak Leung. "The path analytic models of 2 X 2 classroom goal structures, achievement goals, achievement emotions and self-regulated learning of Hong Kong undergraduates in their English study." In 2015 Asian Congress of Applied Psychology (ACAP 2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814723398_0006.

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Schmitz, Katharina, Yannick Duensing, Christian Haas, and Gunnar Matthiesen. "Potential for Fluid power to Contribute to EU climate Goal 2030." In International conference Fluid Power 2021. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-513-9.1.

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Fluid power drives and systems are an important technology for industrial and mobile applications. Therefore, attention must be drawn to the consequences of worldwide and particular EU climate goals. The chancing climate affects all humans and to reduce serious dangers for our and the next generations greenhouse gas emissions must be dramatically reduced in the next years. In this paper, the EU climate goals are introduced and measures are outlined on how fluid power can contribute to the achievement of the targets. There is still a long way in all industries to go to achieve the goal of zero greenhouse gas emissions, but we need now to think and talk about consequences and challenges for fluid power community.
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Allaymoun, Mohammad, and Stefan Trausanmatu. "ANALYSIS OF THE ALTRUISTIC DIMENSION OF CSCL CHAT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-025.

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Computer-Supported Collaborative Learning (CSCL) provides the possibility of education through interaction and social construction of knowledge using information technology, and takes advantage of these tools to allow learners to participate and have an educational interaction within a virtual environment. Chat is one of the most effective tools in CSCL due to its availability and ease of use by learners. It is also one of the most important ways to help in the educational debates, as well as the possibility to exchange and share ideas at any time and at any place. This paper presents a model that is able to semi-automatically analyze the content of the chat considering the altruistic dimension and, its reverse, selfishness. The approach is building on Mikhail Bakhtin's dialogism theory and Stefan Trausan-Matu's polyphonic model in order to measure collaboration starting from the altruistic or selfish interactions among the important threads discussed in the chat. Therefore, the model provides analytical results and numerical indicators of the degree of altruism for each student's utterances, which measures individual participations and the extent of his/her contribution in the discussion of educational topics that were raised. Accordingly, the inferred altruistic dimension of the conversation is computed by the ratio of the number of utterances referring to the threads of the other students and the number of utterances a student is referring to its own thread. The altruistic dimension helps teachers and students assess the success of the achievement of the dialogue of the educational group. This would be reflected on how students manage their discussions away from hooking to their own ideas and knowing the extent to which students accept the ideas and opinions of others, in addition to achieving the main goal of collaborative learning and in unifying ideas to reach valuable information that helps in raising the level of teamwork. On the other hand, by knowing the results of altruistic dimension, it may help teachers to develop plans and strategies capable of integrating the students in an interactive learning environment. Moreover, it may allow students to reach a more positive and altruistic behaviour by accepting the views of others and helping them.
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Hribar, Nena, and Polona Šprajc. "Doseganje zaposljivosti pri starajoči delovni sili; vloga starosti in doseganje ciljnih usmeritev." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.23.

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The aging workforce challenges companies to keep their aging employees employable in the workforce. This paper gives an indication as to which employees are more likely to be interested in further learning and employability. Specifically, the aim of this study was to investigate the role of chronological age and achievement goal orientations for informal and formal learning and employability. It was found that informal learning has a significant positive relation with several dimensions of employability. Furthermore, mastery-approach goal orientation also shows a significant positive relation with informal learning and employability. In addition, age had no significant relation with the achievement goal orientations. The paper stresses the need to consider characteristics other than chronological age, such as goal orientations, when considering employees’ learning behavior and employability.
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Reports on the topic "Achievement goal theory"

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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Sajtos, Laszlo, George Marbuah, and Aaron Maltais. Financial flows of five leading banks in Sweden since the Paris Agreement: a report for the Swedish Environmental Protection Agency. Stockholm Environment Institute, August 2022. http://dx.doi.org/10.51414/sei2022.021.

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This study sheds light on the domestic and international financial flows from the largest lenders in Sweden and their alignment with the Paris Agreement. The results show the extent to which banks’ financial flows contribute to achieving climate goals consistent with Article 2.1c of the Paris Agreement on climate change, or to delaying that achievement, with some limitations.
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Guppy, Lisa, Paula Uyttendaele, Karen Villholth, and Vladimir Smakhtin. Groundwater and Sustainable Development Goals: Analysis of Interlinkages. United Nations University Institute for Water, Environment and Health, December 2018. http://dx.doi.org/10.53328/jrlh1810.

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Groundwater represents 97% of the world’s available freshwater resources and is extensively abstracted throughout the world. While abundant in a global context, it can only de developed to a certain extent without causing environmental impacts. Also, it is highly variable across the globe, and where it is heavily relied on, it is less renewable. Hence, it is critically important that this resource is managed sustainably. However, the Sustainable Development Goals (SDGs) of the 2030 Development Agenda do not, as a rule, account explicitly for the significant role that groundwater plays and will continue to play in sustainable development. This report aims to unpack and highlight this role through consistent analysis of the interlinkages between groundwater and the targets of the SDGs. The key features of groundwater relevant to the SDGs are its use, management and sustainability. The methodology used to analyse groundwater interlinkages with SDG targets includes, first, identification of ‘evidence-based’ and ‘logical’ interlinkages. The first type of interlinkages is supported by existing data, while the second is by information and logic that needs to be drawn from existing bodies of relevant research. While only a few interlinkages may be seen at present as “evidence-based”, more data are continuously emerging to make more interlinkages supported by hard-core evidence. Subsequently, the interlinkages are classified into either ‘reinforcing’, ‘conflicting’ or ‘mixed’ – depending on whether achievement of a target will have predominantly positive, negative, or mixed impact on groundwater. The interlinkages are also classified into ‘primary’ and ‘secondary’, depending on how strong and direct the impacts on groundwater from achieving the targets may be. The report presents a summary of key interlinkages, and subsequently provides the narrative of all ‘primary’ ones. The analysis suggests that more than half of interlinkages are ‘reinforcing’, while only a few are ‘conflicting’. From a policy perspective i) conflicting interlinkages are the most critical and difficult ones to manage, and ii) it is important to draw synergies between SDG initiatives and groundwater to allow reinforcing interlinkages to materialise. Nearly a third of all identified interlinkages were classified as ‘mixed’. This means that when target activities are planned, careful consideration must be given to possible impacts on groundwater to avoid unintended negative outcomes that may not be evident at first. Primary interlinkages that constitute 43% of all may be the easiest to understand and the most important to plan for. However, there are even more secondary interlinkages. This means that groundwater experts need to be able to share knowledge to a range of actors involved in addressing the targets with secondary interlinkages to groundwater, and vice versa. It is also shown that i) the importance of groundwater to sustainable development is poorly recognised and captured at the SDG target level; ii) there is a lack of globally useful, up-to-date and SDG-relevant groundwater data available, which makes it difficult to make globally, and even locally, relevant recommendations for groundwater use, management and sustainability in the SDG era, and iii) there are often poor links between targets and their indicators. This may signal that all groundwater-related and groundwater-relevant aspirations may not be translated into real, let alone, measurable action. This report is not a comprehensive analysis and involves an element of subjectivity, associated primarily with the data and information paucity on one hand, and with the imperfection of the SDG target and indicator system itself – on another. However, even with these limitations, the report shows how significant groundwater is in sustainable development, even if the current SDG framework is implicit about this. Furthermore, it suggests a structured way to improve the visibility of groundwater in the SDG framework as it continues to develop.
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Hicks, Jacqueline. Defining and Measuring Diplomatic Influence. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.032.

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This review found no sources of straightforward indicators for use in measuring diplomatic influence. The literature and evaluations found to recommend the use of tailor-made evaluations to account for “differences in diplomatic settings, diplomatic activities and policy fields”. They hinge on developing a theory of change alongside questions and evaluation criteria that are context-specific. They rely on assessing intermediate goals as a ‘proxy’ for the immeasurable long-term influence, and causal contributions (contributed to a result) rather than causal attributions (caused a result). It was also frequently mentioned that programme designers tend to design programmes to support diplomatic influence without specific and measurable objectives because influencing processes are by nature non-linear. In these cases, evaluations will be correspondingly unable to provide specific and measurable indicators of achievement.
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Chopra, Deepta, Devanik Saha, Luize Guimarães, Lucia Bernadete, and Kerry Selvestre. The case of MUVA Assistentes: Moving Beyond Income Generation to a New Approach Towards Achieving Women’s Empowerment. Institute of Development Studies, March 2023. http://dx.doi.org/10.19088/muva.2023.002.

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This paper highlights the case of MUVA Assistentes, a public works programme (PWP) that provided training and mentoring to young vulnerable women (YVW) in urban Mozambique. Our paper draws out the main learnings from the MUVA Assistentes project to inform the design of other PWPs that have women’s empowerment as their major aim. We show through our analysis that it is possible for PWPs to achieve women’s empowerment, but only if they go beyond a sole focus on income provision through paid work to women. Instead, we argue that if PWPs formulate their theory of change in line with Kabeer (1999)’s notion of empowerment, with its three interrelated dimensions (resources, agency and achievements), women’s empowerment through PWPs can be both realistic and long-lasting. PWPs have always been popular in low- and middle-income countries as tools for poverty alleviation and mitigating high unemployment rates among young people. Given the disproportionate impact of poverty on women and girls, many existing PWPs often include a ‘gender’ component in their theories of change. A common limitation of such PWPs and theories of change is their overarching focus on providing income opportunities, which they suggest leads to women’s empowerment. However, this has not been the case for most PWPs; hence, learnings from a project that has led to substantive empowerment of young women are highly valuable. The MUVA Assistentes project was a component of the broader MUVA Programme running in urban Mozambique. It provided training to YVW and gave them paid work as classroom assistants in primary schools for one academic year. The project addressed two major problems plaguing Mozambique today: (1) high unemployment among urban young people, especially women; and (2) poor educational outcomes among primary school students. Through a dedicated focus on mentoring the participants, the project supported these women to build soft assets and skills to enable them to realise their future goals and aspirations. This paper highlights that the MUVA Assistentes project led to three major outcomes: (1) building technical skills; (2) improving opportunities for women’s employability in the labour market (while improving public goods); and (3) building soft assets through training and mentoring. Through a close discussion of the experiences of four women participants, we find that the MUVA Assistentes led to an increase not only in income opportunities for YVW, but also in their sense of self‑worth and confidence to exercise their agency in achieving their goals. Further, the project also provided a critical public good by working towards improving the quality of classroom outcomes in government primary schools. We conclude that through building these skills and increasing women participants’ self-worth, PWPs can build women’s resources, agency and achievements, thereby moving closer to achieving a holistic view of empowerment, which encouragingly extends beyond the PWPs’ duration as well.
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Walz, Yvonne, Florence Nick, Oscar Higuera Roa, Udo Nehren, and Zita Sebesvari. Coherence and Alignment among Sustainable Land Management, Ecosystem-based Adaptation, Ecosystem-based Disaster Risk Reduction and Nature-based Solutions. United Nations University - Institute for Environment and Human Security, November 2021. http://dx.doi.org/10.53324/mwgp9896.

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Approaches integrating environmental management practices have been gaining importance in recent years. Sustainable Land Management (SLM), Ecosystem-based Adaptation (EbA), Ecosystem-based disaster Risk Reduction (Eco-DRR) and Nature-based Solutions (NbS) are widely applied approaches that tackle certain drivers of challenges such as food insecurity, water scarcity, decline in biodiversity and threats to livelihoods, while also considering both human well-being and ecosystem functions and services. Better understanding the similarities, differences and relationships between these approaches helps to improve efficiency in implementation and leverage synergies. By shedding more light on where these approaches align, investments in land-based solutions in response to different types of environmental challenges can be more effectively designed to achieve multiple targets. In response to the United Nations Convention to Combat Desertification (UNCCD) decision 19/COP.14 paragraph 4, the main objective of this report is to understand and elaborate upon the characteristics of SLM, EbA, Eco-DRR and NbS. The report begins with an overview of the historical backgrounds and origins of SLM, EbA, Eco-DRR and NbS. Despite differences in their specific goals and targeted benefits, all approaches aim for the support of biodiversity, land-based ecosystems and ecosystem services and functions, and employ measures to conserve, restore and sustainably use land to support ecosystem services and functions, including SLM technologies. Furthermore, irrespective of their different goals, the projects developed under any approach can generate comparable co-benefits, especially due to their support of biodiversity. The capacity for all these approaches to deliver multiple co-benefits means that projects of each approach can directly contribute to implementing the specific goals of the other approaches as well. Thus, multiple global and national targets, frameworks, strategies and conventions which call for the implementation of one or more of these approaches, can benefit from this report by avoiding duplication and reducing the overall investments necessary to achieve the set targets and goals. This is critical for achieving the ambitious Agenda 2030, including voluntary land degradation neutrality (LDN) targets and climate action under the Paris Agreement. It will also be the case for the post-2020 global biodiversity framework currently under development. The added value that will come from optimizing the links among these approaches extends from national policymakers to the practitioners of SLM, EbA and Eco-DRR projects, which all share the ultimate goal of sustainable development. To capture the coherence and alignment among these approaches, their similarities and differences have been summarized in a conceptual framework. The framework has been designed to help practitioners understand the specific goals of each approach, and to link these to the relevant global and national targets, frameworks, strategies and conventions, which can support monitoring and evaluation as well as reporting processes. The synergies among these approaches are further illustrated based on three case studies in order to demonstrate opportunities for leveraging multiple co-benefits and targets at implementation level irrespective of the different objectives under each. The results of this assessment demonstrate that activities under one approach can be beneficial to achieve the specific goals of other approaches with little additional effort. It is essential for policymakers, project developers and practitioners to recognize that. This is key to the achievement of sustainable development.
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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Kerlen, Christiane, Sonja Kind, Karoline Rodriguez, Leo Wangler, Guido Zink, and Jan Wessels. Effects of the COVID-19 Pandemic on R&D Funding Schemes in Germany - First Results of a Comparative Analysis of Empirical Data. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.539.

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In 2020 and 2021, practically all areas of work and life were under the influence of the Corona pandemic. In the course of 2020, it was already apparent that the consequences of the Corona crisis would also have a considerable impact on grant recipients and their projects and thus on the implementation and goal achievement of the funding programmes, and that this would be reflected in the results of evaluations. From the perspective of an evaluation of innovation funding programmes, the Corona pandemic represents an external influencing factor that could negatively affect the intended impact of a funding programme with regard to the successful implementation of innovation projects and behavioural change of actors towards innovation orientation. This article provides initial answers to the questions of what effects the Corona pandemic has on innovation promotion, what adaptation strategies can be observed and how these can be provisionally evaluated. For this purpose, the authors of this paper draw on current, as yet unpublished data from evaluation surveys in 2020 and 2021.
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Espinoza, Daniel, Michael Griffith, Dion Burns, and Patrick M. Shields. Federal and State Resources for Students Experiencing Homelessness. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/546.264.

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Approximately 1.3 million public school students in the United States were identified by their schools or districts as experiencing some form of homelessness in 2019–20. The housing instability faced by these students is associated with a range of acute needs, including transportation, food insecurity, health care, and emotional and mental health. These challenges have negative impacts for student learning and are associated with lower academic achievement and attainment. This report reviews major federal and state sources of funding for students experiencing homelessness. It finds that federal funding is insufficient to achieve the goals of federal law and is unevenly distributed. Further, only four states provide dedicated funding to support students experiencing homelessness. It also examines federal and state funding for supporting students experiencing homelessness and offers recommendations to increase investments for and support students experiencing homelessness.
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Philosoph-Hadas, Sonia, Peter B. Kaufman, Shimon Meir, and Abraham H. Halevy. Inhibition of the Gravitropic Shoot Bending in Stored Cut Flowers Through Control of Their Graviperception: Involvement of the Cytoskeleton and Cytosolic Calcium. United States Department of Agriculture, December 2005. http://dx.doi.org/10.32747/2005.7586533.bard.

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Original objectives: The basic goal of the present project was to study the mechanism involved in shoot graviperception and early transduction, in order to determine the sequence of events operating in this process. This will enable to control the entire process of gravity-induced differential growth without affecting vertical growth processes essential for development. Thus, several new postulated interactions, operating at the perception and early transduction stages of the signaling cascade leading to auxin-mediated bending, were proposed to be examined in snapdragon spikes and oat shoot pulvini, according to the following research goals: 1) Establish the role of amyloplasts as gravireceptors in shoots; 2) Investigate gravity-induced changes in the integrity of shoot actin cytoskeleton (CK); 3) Study the cellular interactions among actin CK, statoliths and cell membranes (endoplasmic reticulum - ER, plasma membrane - PM) during shoot graviperception; 4) Examine mediation of graviperception by modulations of cytosolic calcium - [Ca2+]cyt, and other second messengers (protein phosphorylation, inositol 1,4,5-trisphosphate - IP3). Revisions: 1) Model system: in addition to snapdragon (Antirrhinum majus L.) spikes and oat (Avena sativa) shoot pulvini, the model system of maize (Zea mays) primary roots was targeted to confirm a more general mechanism for graviperception. 2) Research topic: brassinolide, which were not included in the original plan, were examined for their regulatory role in gravity perception and signal transduction in roots, in relation to auxin and ethylene. Background to the topic: The negative gravitropic response of shoots is a complex multi-step process that requires the participation of various cellular components acting in succession or in parallel. Most of the long-lasting studies regarding the link between graviperception and cellular components were focused mainly on roots, and there are relatively few reports on shoot graviperception. Our previous project has successfully characterized several key events occurring during shoot bending of cut flowers and oat pulvini, including amyloplast displacement, hormonal interactions and differential growth analysis. Based on this evidence, the present project has focused on studying the initial graviperception process in flowering stems and cereal shoots. Major conclusions and achievements: 1) The actin and not the microtubule (MT) CK is involved in the graviperception of snapdragon shoots. 2) Gravisensing, exhibited by amyloplast displacement, and early transduction events (auxin redistribution) in the gravitropic response of snapdragon spikes are mediated by the acto-myosin complex. 3) MTs are involved in stem directional growth, which occurs during gravitropism of cut snapdragon spikes, but they are not necessary for the gravity-induced differential growth. 4) The role of amyloplasts as gravisensors in the shoot endodermis was demonstrated for both plant systems. 5) A gravity-induced increase in IP.
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